7

GREAT
BRITAIN
London. Tower of London
Scotland. Edinburgh Castle

UNITED
STATES
o f AMERICA
New York. World Trade Center
Chicago. John Henkok Center
Colorado. Garden of the Gods
Wyoming Yellowstone National Park

А. П. Старков, Б. С. Островский
ENGLISH
Учебник
7-й год обучения

( для 11 класса средней школы)
Допущено к использованию
Министерством общего и профессионального образования
Российской Федерации
Санкт-Петербург
«Специальная Литература»
1997
УДК 80
373
А 64
Условные обозначения
▲ Таким значком помечены упражнения для домашнего

задания.
щ Такой значок напоминает о задании по домашнему чтению,
которое учащиеся выполняют в течение недели.
Такое сокращение обозначает Reference Grammar («Грамма-
тический справочник»); первая цифра после этого сокраще
ния указывает на раздел справочника, вторая — на пункты
этого раздела.
# Этим значком в текстах отмечены слова, включенные в
страноведческий справочник («References»).
В конце учебного пособия дан англо-русский словарь.
Книга издана при содействии фонда поддержки науки и образования

«Университетская книга »
© Старков А. П., Островский Б. С., 1997

© «Специальная Литература», 1997
ISBN 5-87685-114-0 © Волошкин О. П., оформление обложки, 1997
PART I
Unit 1
§1
1. Read and discuss:
The national Day of Knowledge 1 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 trade 2 or profession;
to be able to work well in that trade or profession;
to be active, useful citizens 3 of your country; to
develop the national econom y4; to have great
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 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
profession?
(To learn all sohool subjects; to take an optional
3
co u rse5; to read books or magazines with
special information; to meet leading workers and
farmers.)
1 knowledge ['пэМз] — знание; 2 trade — ремесло, про

фессия; 3 citizen ['sitizn] — гражданин; 4 national eco
nomy [i'konami) — народное хозяйство, экономика страны;
5 optional course ['opfanl 'ko.s] — факультативный курс
2. Speak about the new school year using the following 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. What 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?
3. Look at the pictures and make up a story.
_______
You may use the following:
to welcome ['welkam] —
приветствовать, радостно при
нимать
Welcome! — Добро
пожаловать!
first-former — первоклассник
school-leaver — выпускник
4 . Read and do the tasks:
1. Say what new subjects you study this year, who your
new teachers are, who your form-master (-mistress) 1
is this year, what new and interesting things you have
found at your school.
2. Ask your schoolmates what tasks are set before them
this year and what they are going to do to carry out
these tasks.
1 form-master (-m istress) — классный руководитель
5. Read the text and say what you think about your last school
year:
The Road of Life
The last year at school is very important for students.
It is the year in which they will finish their schooling
and pass their eleventh form examinations, the year during
which they will have to decide how they will use the
knowledge they have received at school.
The end of school is the beginning of their independent
life, the beginning of a far more serious examination of
what they have; learned and how they have formed their
characters. In order to pass that very serious examination,
they must choose the road in life which will help them
5
best to live and work for their own good and for their
country.
M any roads will open before the students when they
leave school. Each boy and girl will have every opportunity
to develop and use the knowledge and education received
at school. But each one must think very seriously before
stepping on to any of these roads. Each boy and girl
m ust choose the occupation in which he or she can best
develop his or her talents and work with the best results
for the country and the people.
Students leaving school are offered a wide choice of
professional schools, colleges and institutes for training
technicians and engineers, doctors and teachers, and of
universities for training in all branches of science.
It is up to students to think very hard and to ask
the advice of their teachers and parents so that they will
be sure that they are choosing the right occupation, the
profession in which they will be able to satisfy their
tastes and use their talents.
6 . Read and answer the questions:
1. What roads open before the students when they leave
school?
2. Why is it necessary to choose the right profession?
3. What opportunities do boys and girls have when they
leave school?
4. What different professions in industry and agriculture,
construction and the sphere of services are offered to
young people leaving school?
5. What further education do young people need to be
come engineers and technicians \ doctors and teachers,
to work in different branches 2 of science?
6. What experience 3 do young people get when they go
to factories or works, farms or offices after leaving
school?
6
7. Why is the students’ independent life a serious ex
amination?
1 technician [tek'nijn] — техник; 2 branch [brantfl — от

расль, ветвь; 3 experience [iks'piarians] — жизненный опыт,
опыт работы
7. Read and use in situations:
good [gud]: Did you have a good night? Have a good

journey! This medicine is good for coughs. I’m no
good at maths. It’s no good talking to him.
object ['obd 3ikt]; We saw a strange object. The object
of his visit was to open the new hospital.
[ab'dgekt]: I object to your coming late. He objected
that it was too late to start the work,
sad [saed]: Why does she look so sad? It was a sad day
when our team lost the game,
b it [bit]: It’s a bit cold today. Wait a bit! I have a bit
of news for you.
step [step]: I stepped down from the bus. Step back
there! Mind the step. It’s a difficult step for her to
take.
(would) rather ['гссбэ]: It’s rather cold. I would rather
stay home than go out today. I’d rather drink tea
than coffee.
had b etter [hod 'beta]: You’d better go home. You’d
better take the umbrella!
8. Read the words and guess their meaning:
Naturalist, talentless, militarism, additionally, tactful,

considerable, experimentation, luckless, drinkable, opera
tor, payable, snowless, thoughtfully, likeness, classify,
modernize, coolness, lifeless, tasteful, concentrate, sim
plicity.
7
A 9. (a) Read the text and write down a plan of the text. Look at
the map and describe Canada according to your plan:
C anada
Part I
Canada 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 many islands in the north of Canada.
Canada has mountains, high plains 1 and low plains.
The Rocky M ountains 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 Canada’s east coast, in Labrador and Baffin
Island.
Canada is a country of lakes. Besides the Great
Lakes — Lakes Superior,- Huron, Erie and Ontario (the
fifth Great Lake, Michigan, lies in the USA), there are
many other very large lakes, for example, Great Bear
Lake, Great Slave Lake and Lake Winnipeg.
Canada also has large rivers: the Mackenzie flows
from the Rocky M ountains into the Arctic Ocean, the
Yukon rises in Canada and flows into the Pacific, the
St. Lawrence River flows into the Atlantic Ocean.
The Niagara Falls are one of the most splendid sights
in the world. (
Since the building of the St. Lawrence Seaway the
Great Lakes and the St. Lawrence River form a great
waterway from the Atlantic to the h e a rt2 of the country.
Canada has several climatic regions. W inter in Canada
lasts from four to five months with heavy snowfalls. There
is much rain in the east and west, but less in the centre.
The north of the country near the Arctic is tundra
8
9
The Niagara Falls, on the Niagara River between Lake
Erie and Lake Ontario, are one of the most splendid sights
in the world.
with great forests to the south. The central plains form

the prairies.
1 plain — равнина; 2 heart [hat] — сердце, центральная

часть, середина
(b) Put in words and copy out the sentences:
1. I ... aside to let him pass. 2. He does not ... to our

plans. 3. I’ll give you a ... of advice. 4. She had ... start
studying if she wants to pass the exam. 5. I’m saying
this for your own ... 6. She held a large round ... in her
hands. 7. “Have a drink?” — “I’d ... not.” 8. He was ...
when his friend moved away.
(See the Key)
(c) Copy out the words, write down their meaning and underline
the suffixes:
Personal, economist, practically, preparation, educational,

breakable, forgetful, enthusiastically, freshness, sleepy,
photographer, satirist, argument, thankful, carelessness,
criticism, partiotically, painless, correctness, specialize,
formality, speculate.
Щ (d) Do the exercises of Task 1.
§2
10. Describe your impessions of the first days at school.
11. Read and ask your deskmate:
(a) where he (she) spent his (her) summer holidays, how

he (she) got there, how long he (she) stayed there, what
he (she) did there, how he (she) enjoyed his (her) pastime
there; who he (she) visited there;
(b) if he (she) made a trip during his (her) summer

holidays, where he (she) went, who he (she) went there
with, how he (she) got there, how long he (she) stayed
there, what sights he (she) saw, if he (she) enjoyed the
journey.
12. Speak about your practical work this summer using the following
questions as a plan:
1. What kind of practical work did you do this summer:

in the workshop or in the field?
2. When was it?
3. What did you do there?
4. How long did your practicalworklast?
5. What did you learn fromyourpractical work?
6. What mark did you get for your practical work?
7. How useful was your work during your practice?
11
8. What are your general impressions of your practical
work?
13. Read and explain:
1. You hear a boy say, “I’m glad it’s time for school
again. W e’ve been away for two m onths.”
Ask your classmates to explain why the speaker is
glad to be back in school again.
Are all the school students glad to get back to school?
If you don’t think so, explain why.
2. A school student says, “I miss school when I’m not
here, but when I have to go back after long holidays
I never want to go to school. I have much fun just
hanging about with my friends.”
Say whether you miss school in summer and why.
How do you feel when you have to go back to school
in summer and why?
Do you have fun during your own holidays? What do
you do?
14. Read the text and say what you think of it. Note the
pronunciation of the proper names: William Samuel Harris
['wiljam 'saemjual 'haeris], Montmorency [,mDntmo'rensi],
Poppets ['popits], Captain Cook ['kaeptin 'kuk], Francis Drake
['frcunsis 'dreik], Christopher Columbus ['kristafo ka'Umbas].
P la n n in g a H olid ay
There were four of us — George, and William Samuel
Harris, and myself, and Montmorency, the dog. We were
sitting in my room, sm oking1, and talking about how
bad we were — bad from a medical point of view I mean,
of course.
We were all feeling unwell, and were getting nervous
about it. We sat there for half an hour, describing to
each other our illnesses. I explained to George and William
12
Harris how I felt when I got up in the morning, and
William Harris told us how he felt when he went to bed,
and George gave us a clever and powerful piece of acting,
illustrating how he felt in the night.
At this moment Mrs Poppets knocked2 on the door
to know if we were ready for supper. We smiled sadly at
one another and said we supposed we had better try a bit.
We sat down at the table, and tried to eat a little
meat. After the first half hour or so I took no interest
in my food — an unusual thing for me — and I didn’t
want any cheese.
After supper we returned to the discussion upon our
state of health.
“What we want is rest,” said Harris.
“Rest and change,” said George.
I agreed with George, and said that we should find
a place far from everywhere to spend a sunny week there.
Harris said he thought it would be awful. He said
he knew the sort of place I meant; where everybody
went to bed at eight o’clock, and you couldn’t get a
newspaper, and had to walk ten miles to get your tobacco3.
“No,” said Harris, “if you want rest and change, you
must take a sea trip.”
I objected to the sea trip strongly. A sea trip does
you good when you are going to have a couple4 of
months of it, but for a week it is useless.
You start on Monday with the idea that you are
going to enjoy yourself. You say “Good-bye” to the boys
on shore 5, light your biggest pipe 6, and walk about the
deck 7 as if you were Captain Cook, Sir Francis Drake
and Christopher Columbus all rolled into one 8. On Tues
day, you wish you hadn’t come. On Wednesday, Thursday
and Friday, you wishyou were dead. On Saturday, you
are able to have a little b eef9, tea, and to sit up on
13
deck, and answer when kind-hearted people ask you how
you feel now. On Sunday, you begin to walk about again,
and take more food. And on Monday morning, as, with
your bag and umbrella in your hand, you stand waiting
to step ashore l0, you begin to like it.
So I was against the sea trip. Not because I was
afraid, I was never seasick. I was afraid for George.
George said he should be all right and would rather like
it, but he would advise Harris and me not to think of
it, as he felt sure we should both be ill.
George said:
“Let’s go up the river.”
He said we should have fresh air and exercise; the
change of scene would occupy our minds; and the hard
work would give us a good appetite, and make us sleep
well.
Harris and I both said it was a good idea of George’s.
So we decided to start on the following Saturday.
(Adapted from J. K. Jerome)
1 smoke — курить; 2 knock [пэк] — стучать; 3 tobacco

[to'baekou] — табак; 4 couple ['клр1] — пара; 5 shore [Jo:] —
берег; 6 pipe — трубка; 7 deck — палуба; 8 rolled into
one — вместе взятые; 9 bee! — говядина; 10 ashore
[o'Jo:] — на берег
15. Read and answer the questions:
1. Why did the three friends meet?

2. What were the friends discussing one evening?
3. Why did they want rest and change?
4. What they thought was their state of health?
5. Were the friends really bad from the medical point of
view?
6. Why did the friends not like sea trips?
7. What did they finally decide to do?
14
16. Read and analyse (See RG § 9, 3):
1. His speech was full of

He was the author of a
humour. number of humorous
stories.
2. He acted like a true friend. He was an active member
of the English Speaking
Club.
3. The weather today is worse The political situation
than it was yesterday. worsens from day to day.
humour + -ous = humorous
to act + -ive = active
worse + -en = worsen
Noun Adjective Verb Adjective

humour humorous to act active
fame famous to collect collective
victory victorious to effect effective
mountain mountainous to detect detective
danger dangerous to progress progressive
Adjective Verb
worse to worsen
black to blacken
light to lighten
thick to thicken
bright to brighten
15
17. Read the sentences and give Russian equivalents of the under
lined words:
1. He likes to read detective stories very much. 2. The

red flowers brighten her little room. 3. The girl is dan
gerously ill, you must send for the doctor. 4. He is very
active for his years. 5. The town is famous for its theatre.
6. It is an effective medicine. 7. The sky blackened and
soon it began raining. 8. They travelled in the mountainous
part of the country. 9. The spectators greeted the victo
rious team. 10. The standard of living is getting progres
sively higher.
A 18. (a) Read the text, write down a plan of the text, look at the
map and describe the population, industry and agriculture of
Canada:
C anada
P a r t II
The population of Canada is over 24 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 c e n t1 of the people of Canada came originally
from Britain, about 30 per cent from France and 20 per
cent from other countries.
The capital of Canada is Ottawa. Other large important
towns are Montreal, Toronto, Vancouver, Edmonton,
Hamilton, Winnipeg and Quebec.
Canada is rich in metal o re s2, o il3 and gas, and the
metal, machine-building, motor-car and ship-building in
dustries 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 Niagara
Falls.
16
Montreal, the only city with more than one million
inhabitans, is an important economic centre and port in
Canada.
Canada’s main agricultural products are wheat, meat,

some kinds of fruit, especially apples, and dairy products.
The provinces of Quebec, Ontario and British Co
lumbia, with their great forests, produce wood 4 for paper-
making and building.
Many of the lakes and rivers are polluted5 today
and few of them have fish now. But Canada’s fishing
industry is still important on both the Pacific and Atlantic
coasts. Canada’s largest ports are Vancouver, Montreal
and Halifax.
1 per cent [pa'sent] — процент; 2 ore [э:] — руда; 3 oil —

нефть; 4 wood [wud] — дерево, лес; 5 to pollute [pa'lu:t] —
загрязнять
(b) Put in prepositions and copy out the sentences:
1. He has a great interest ... sports. 2. Doing exercises

is good ... your health. 3. He objected strongly ... that
remark. 4. I knocked ... the door but no one answered.
5. We waited ... her ... half an hour. 6. You must get
ready ... the journey. 7. The weather ... Sunday was
17
bright and we decided to make a day trip ... the seaside.
8. The woman smiled ... the child and took her ... the
hand.
(See the Key)
(c) Read and copy out the sentences, underline the words with
suffixes and write down Russian equivalents of the words:
1. He felt very nervous when he entered the doctor’s

room. 2. Her numerous friends sent her warm greetings
on her birthday. 3. They have straightened the road and
it will take you twenty minutes to get to the village.
4. We have got his positive answer. 5. After the medical
treatm ent the pain lessened. 6. After the friendly talk
his face brightened up. 7. At the meeting they decided
to widen the main road. 8. The Congress showed the
effectiveness of the country’s peaceful policy.
Ш (d) Do the exercises of Task 2.
§3
19. Read the text and say what place labour takes in the life of
people, what you want to be when you leave school, who can
help you to choose your future profession and what you must
remember when choosing your future work. Give your examples
to illustrate what you say:
W hat D o You W ant to Be

W hen You Leave School?
Sometimes it is difficult to give a definite answer
because there are very many trades and professions which
are important and useful. But there are always some
boys and girls who know very early what trade or pro-
18
fession 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.
There are many different kinds of jobs, but it is not
difficult to find out about any of them. This may be done
by going to a public library and reading special literature;
by talking to older people who are occupied in that
particular 1 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 what there may be for you in the future.
ff a school-leaver wants 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.
But w hatever2 profession you choose you must be
sure that the work you do will be interesting for you
and useful to our country.
1 particular [pa'tikjulo] — данный, особый; 2 whatever

[wot'eva] — какой бы ни
2 0 . Ask your classmates what they are going to do in order not

to fail the entrance examination at 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
professional school.
21. Do the task:
Say what different profession you can choose in life, why

you should choose a profession according to your likes,
and what opportunities you have to become what you
want to be.
22. Read the text “Planning Holidays” and dramatize it.

19
23. Make up short conversations using the following expressions:
(1) “It’s too good to be true.”
(2) “I’m rather tired.”
(3) “I object!”
(4) “I feel sad.”
(5) “You had better begin by explaining.”
2 4 . Read and use in situations:
a ction ['aekjn]: Actions speak louder than words. The

telephone is out of action. We couldn’t understand
his actions at the party,
fello w ['felou]: What a clever fellow he is! He is happy
with his fellows,
shake [Jeik] (shook, shaken): We shook hands with our
new friends and parted. The woman shook her head
but said nothing. He was shaking all over. He shook
the snow off his coat,
co n d itio n [kan'dijn]: The house is in good condition.
He is in no condition to travel. On what condition
will you agree? The patient’s condition is serious,
shock [Jok]: She is in shock. He is suffering from shock.
I was shocked by what I saw.
drive [draiv] (drove, driven): My father drives a tractor.
He drives the children to school every morning. Can
you drive me home?
turn [ta:n]: I don’t know which way to turn. He turned
to me for help. She turned red. He turned up two
hours later. Now it’s your turn to do the flat.
1. The actors performed well Tonight’s performance

tonight. begins at 7 o’clock.
2. The brothers differ very They hold different
much in character. opinions of the event.
20
3. The weather is cold today. It’s getting coldish, let’s
go home.
4. She is an only child in the It’s childish to do like
family. that.
perform + -ance = performance
differ + -ent = different
cold coldish
+ -ish
child = childish
Adjective/
Verb Noun Verb
Noun
to perform performance to differ different
to assist assistance to assist assistant
to confer conference to serve servant
to correspond correspondence to correspond correspondent
Adjective Adjective Noun Adjective

cold coldish child childish
red reddish boy boyish
yellow yellowish girl girlish
late latish book bookish
26. Read the sentences and give Russian equivalents of the

underlined words:
1. I think I shall need an assistant to do this work in

time. 2. The leaves of the trees have turned yellowish
and reddish. 3. You can always find time for your cor-
21
respondence. 4. Can I be of assistance to you? 5. His
speech is too bookish. 6. There were a lot of reporters
at the press conference of the president. 7. In the palace
they kept several servants. 8. It makes no difference to
me whether I go or not. 9. He’s the Izvestia correspondent
in New York. 10. Their friendship is very important to
him.
27.(a) Read the text using the References and write down your
answers to the questions:
C anada
P a r t III
Canada is a federal state and a member of the
Commonwealth * *. Formally the head of the state is the
K ing2 or Q u een 3 of England, rep resen ted 4 by the
Governor-General*, who is named by the Canadian cabinet.
The leading figure in the political life of the country is
the Prime Minister*.
Canada consists of the provinces of Newfoundland,
Prince Edward Island, Nova Scotia, New Brunswick, Que
bec, Ontario, Manitoba, Saskatchewan, Alberta, British
Columbia and Yukon and the North-West Territories.
The Federal Parliament consists of the Senate*, whose
members are appointed by the Governor-General, and the
House of Commons * whose members are elected by the
people for a period of five years.
The cabinet is headed by the Prime M inister*, usually
the leader of the party which has the m ajo rity 6 in the
House of Commons. The ministers are members of the
House of Commons, but the Prime M inister may name
one minister from the Senate.
In all the provinces there is a legislative assembly
elected by the people for five years.
The seat of the Federal Parliament and government is
Ottawa, the federal capital.
The seat of the Federal Parliament and government

is Ottawa, the federal capital. The legislative assemblies
and governments of the provinces have their seat in the
provincial capitals.
There are several political parties which are repre
sented in Parliament: the Progressive Conservative
Party *, the Liberal Party * and the New Democratic
Party *. They differ mostly in policy, their attitude 8 to
the U.S.A., to the question of the French and English
elements of the population and to provincial policies.
1 commonwealth I'komanwelB] — содружество, федера

ция; 2 king — король; 3 queen [kwi:n] — королева; 4 to
represent [,repri'zent] — представлять; 5 government
['gAvnmant] — правительство; 5 to appoint [a'point] — на
значать; 6 majority [ma'd33riti] — большинство; 7 legi
slative assembly ['led3ishtiv a'sembli] — законодательное
собрание; 8 attitude ['aetitjud] — отношение
* * *
1. What kind of state is Canada? 2. How many provinces

and territories does it consist of? 3. How many Houses
does the Canadian Federal Parliament consist of? 4. Which
23
House of the Federal Parliament is elected by the people?
5. Who is the head of the state and the head of the
government? 6. Where is the seat of the Federal Parlia
ment and government?
1. The news of the accident came as a ... to us. 2. The

house ... when the trains go by. 3. Clouds were ... across
the sky. 4. The police took ... immediately to find the
criminal. 5. He is a good ... . 6. The living ... were very
poor at that time. 7. The general was a man of ...
8. Nobody ... up for the meeting.
(See the Key)
(c) Read and copy out the sentences, underline the words with
suffixes and write down Russian equivalents of the words:
1. He is a person of importance. 2. The young actress

made her first appearance on the stage in October. 3. The
inhabitants of the mountains warmly greeted the travellers.
4. She looked foolish in that dress. 5. He was elected
President of the Academy of Sciences. 6. They stood
talking at the entrance. 7. She had a whitish green dress
on. 8. I walk to work and I am independent of transport.
f f l (d) Do the exercises of Task 3.
§4
28. Read and act:
Short C onversation s
1. “What do you want to do on leaving school?”
“To go and work in a team on a farm.”
24
“Which team ?”
“A tractor team. I can drive tractors and cars.”
“And later on?”
“I’ll enter the Correspondence D ep artm en t1 of the
Agricultural Institute to become an agronom ist2.”
2. “What do you want to be?”
“A physicist.3 I a tte n d 4 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 Department then.”
3. “Hallo, Alec!”
“Hallo, Tanya!”
“What are you going to do after you’ve finished the
eleventh form?”
“I’m going to be a worker, a machine operator. My
grandfather was a fitte r5, my father is a tu rn e r6.”
“Oh, I see. So, it runs in the family.”
“What about you?”
“After the vocational school I shall work as a cook7.”
1 Correspondence bkoris'pondans] Department — заочное

отделение; 2 agronomist [o'gronomist]; 3 physicist ['fizisist];
4 to attend [a'tend] — посещать; 5 litter — слесарь, сбор
щик; 6 turner — токарь; 7 cook — повар
1. Have you had a talk with your parents on your future

profession?
2. What profession did your parents advise you to take
up?
25
3. What arguments did they give to show that it was
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 to 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 better chances for that profession?
3 0 . Do the tasks:
1. Tell the class if you have chosen your future profession,

what kind of profession it is, when you made up your
mind what you would do in life, what made you choose
that profession, how it satisfies your likes.
2. Say if you know enough about your future work, if
you have any practical experience 1 in that field, what
further education you need.
1 experience [iks'piarians] — опыт (жизненный)
31. Read the text and explain the heading of the story.
Note the pronunciation of the proper names: Edward Hyde

Burton ['edwad 'haid 'ba:tn], Kobe ['koubi], Japan [d3a'paen];
Jokohama [jouka'hcuma]; Lenny Burton ['leni 'ba:tn], Somerset
Maugham ['sxmaset 'mo:m]
A Friend in N eed
I read in this morning’s paper that Edward Hyde
Burton had died at Kobe. He was a m e rc h an t1 and he
had been in business in Japan for many years. He was
a little fellow and very thin, with a red face, white hair,
and blue eyes. I suppose he was about sixty when I
knew him.
He was a rich man and he had made every penny
himself. I suppose one thing that made you like him was
26
that he was so small. You felt that he could not hurt a
fly 2. I knew him very little, but he interested me because
once he gave me a great surprise. Unless I had heard
the story from his own lips I should never have believed
that he was capable 3 of such an action.
One afternoon I was sitting in the lounge 4 of the
Grand Hotel in Yokohama. Burton came into the lounge
and caught sight of me. He seated himself in the chair
next to mine. A conversation began and he told me his
story.
“There was a fellow here last year, who .had the
same name as mine; he was the best card 5 player I’ve
ever met. Lenny Burton he called himself.”
“No, I don’t believe I remember the nam e.”
“He was quite a remarkable 6 player. I used to play
with him a lot. He was in Kobe for some tim e.”
“It’s rather a funny story,” he said. “He w asn’t a
bad fellow. I liked him. He was always well-dressed and
good-looking. Of course, he drank too much. Fellows like
him always do. Once in a quarter he got some money
from home and he made a bit more by card-playing. He
won a lot of mine, I know th at.”
“He came to see me in my office one day and asked
me for a job. I was rather surprised. He told me that
there was no more money coming from home and he
wanted to work. I asked him how old he was.
“Thirty-five,” he said.
“And what have you been doing before?” I asked
him.
“Well, nothing very much,” he said.
I couldn’t help laughing.
“I’m afraid I cant do anything for you just now,” I
said. “Come back and see me in another thirty-five years,
and I’ll see what I can do.”
27
He didn’t move. He went rather pale 1. Then he told
me that he had bad luck at cards for some time. He
didn’t have a penny. He couldn’t pay his hotel bill and
they wouldn’t give him any credit.
I looked at him for a bit. I could see now that he
went all to pieces. He had been drinking more than usual
and he looked fifty.
“Well, isn’t there anything you can do except play
cards?” I asked him.
“I can swim,” he said.
“Swim!” I could hardly believe my ears.
“I swam for my university.”
“I was a good swimmer myself when I was a young
m an,” I said.
Suddenly I had an idea. When I was a young man
Iswam round the beacon 8 in Kobe. It’s over three miles
and it’s rather difficult because of the currents 9 round
the beacon. Well, I told young Burton about it and said
to him that if he’d do it I’d give him a job.
“But I’m not in very good condition,” he said.
I didn’t say anything. He looked at me for a moment
and then he agreed.
“All right,” he said. “When do you want me to do
it?”
I looked at my watch. It was just after ten. “The
swim shouldn’t take you much over an hour and a quarter.
I’ll drive over at half past twelve and meet you.”
“Done,” he said.
We shook hands. I wished him good luck and he
left me. I had a lot of work' to do that morning and
could only get to the place at half past twelve. But he
never turned up. The currents round the beacon were
more than he could do. We didn’t get the body for about
three days.”
28
I didn’t say anything for a moment or two. I was a
little shocked. Then I asked Burton a question.
“When you offered him the job, did you know that
he’d be drowned 10?”
He gave a little laugh and he looked at me with
those kind blue eyes of his.
“Well, I didn’t have a vacancy 11 in my office at the
mom ent.”
(Adapted from Somerset Maugham)
1 merchant ['ma:tfant] — купец, торговец; 2 fly — муха;

3 capable f'keipabl] — способный; 4 lounge [1аипбз] — гос
тиная, комната для отдыха; 5 card — карта (игральная);
6 remarkable [ri'makabl] — замечательный; 7 pale — блед
ный; 8 beacon ['Ы:кэп] — бакен, буй; маяк; 9 current
['kxrant] — поток, течение; 10 drown [draun] — тонуть, то
пить; 11 vacancy ['veikansi] — вакансия, свободное место.
1. Who was Edward Hyde Burton?

2. What did he do in Japan?
3. Who visited Mr Burton?
4. What did Lenny Burton ask him for?
5. Why did Lenny Burton want a job?
6. What could he do?
7. Did Mr Burton give Lenny a job?
8. What did he offer? '
9. What happened to Lenny?
10. Did Mr Burton have a vacancy in his office at the
moment?
3 3 . Read the proverb and translate it into Russian:

BOOKS AND FRIENDS SHOULD BE FEW BUT GOOD.
Give an example to illustrate the proverb.
29
3 4 . Read and say:
1. What do you mean if you say about your friend, “His

(her) friendship means a lot to m e”? Can your friend
advise you what to do and help you to make right
decisions in difficult situations?
2. You will certainly do everything for your friend when
he is in need of help. Now give an example from your
life to illustrate the proverb “When a friend asks,
there is no tomorrow.”
3 5 . Read the words and guess their meaning:
Negative, conservative, religious, federative, entrance,

appearance, lighten, harmonious, dryish, independent,
bluish, darken, monotonous, boyish, brilliance, mysterious.
A 36.(a) Read the text and answer the questions:
From th e H istory of C anada

Indians and Eskimos were the first settlers in Canada
who came from Asia. Perhaps they crossed the narrow 1
Bering Strait in boats. Some scientists say that they
came when there was a land bridge2 between Asia and
North America.
The Vikings came to North America about a thousand
years ago. There are ruins of a Viking settlem ent in the
northern part of Newfoundland.
After Christopher Columbus’s first voyage 3, the news
of his discoveries4 reached many European countries.
Kings and navigators began to dream of the riches just
across the sea. One of these dreamers was also a very
practical man. He was a sea captain named John Cabot.
In 1497 he decided to cross the sea in a boat with his
son and seventeen other men. When they saw land,
30
about seven weeks later, they thought they had reached
Asia.
They returned home without gold. But during their
voyage they found something equally5 important. It was
fish in the waters to the South of Newfoundland. Fishing
became the first important industry of Canada.
1 narrow ['naerou] — узкий; 2 bridge — мост; 3 voyage

['voiidsl — путешествие, плавание; 4 discovery [dis'k.wari] —
открытие; 5 equally [Tkwali] — одинаково, в равной степени
1. How did Indians and Eskimos reach North America?

2. Where are the ruins of a Viking settlem ent? 3. Who
decided to cross the sea in a boat to get gold and other
riches? 4. Why did fishing become the first important
industry in Canada?
1. I’ll drive you home ... my way ... the station. 2. There’s
some fellow ... the door asking to see you. 3. You must
... no condition tell him what happened. 4. The snow
turned ... rain. 5. The doctor analysed the action ... the
medicine ... the patient’s heart. 6. I can’t work ... such
conditions. 7. The dog shook the water ... his back.
8. The child was shaking ... cold.
(See the Key)
(c) Copy out the words, write down their meanings and underline
the suffixes:
Positive, serious, dollish, presence, comparative,

independence, girlish, quieten, protestant, greyish, fasten,
ceremonious, attendance, instructive, triumphant,
greenish.
щ (d) Do the exercises of Task 4.

31
§5
37. 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. Have you got many relatives?
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?
38 . 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)
profession? Why?
(To be suited for it; to be interested in it; this
trade (profession) 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.)
32
3 9 . Read and discuss:
1. Say what schooling you need in order to learn your

future profession, what steps you are taking to prepare
for you future work.
2. Tell the class what wide choice of professions and
what opportunities are offered to young people in our
country, what your future work will give you personally
and how it will help our country.
4 0 . Read the story and say what you think of it:
F ilm star
Pauline loved the cinema and wanted to become a
filmstar. When she was twelve she said to her parents,
“I want to be a filmstar.”
But it was not easy. After she left school, she got
into films — not as a star — she became one of the
people in a crowd scene.
One evening the man at the agency 1 called her up
and said, “There’s a job for you tomorrow, Pauline. Come
at eight o’clock. You’ll be a secretary.”
Pauline reached the studios at a quarter to eight.
She waited three hours before they came to her scene.
The scene was very short: the star, a famous American
actor, came and stopped in front of where Pauline was
sitting.
“I want you to look at Harry when he comes in,”
explained the director, ’’and say, ‘M r Marlowe, there’s a
call for you!’ Can you say that?”
Pauline said she could and did everything the director
told her to do.
The director was very pleased, and the star smiled
at her.
“That’s great,” said the director. “Thanks."
2 Зак. 75 33
Pauline was very happy that evening.
Some months later she booked two seats for the
premiere 3 and went to see her film with Michael, her
boyfriend.
It was a good film but there was no Pauline in it.
Her scene together with many other unimportant scenes
had been cut out.
1 a g en cy ['eid39nsi] — агентство; 2 secretary ['sekratrij;

3 prem iere ['premies] — премьера
41. Read and say:
Say if you have a real friend, what makes you think so,
how he (she) helped you when you needed his (her)
help, what you can do for your friend.
4 2 . Make up short conversations using the following expressions:
(1) “Poor fellow!”

(2) “Done!”
(3) “She turned red.”
(4) “I couldn’t help smiling.”
(5) “I wish you good luck.”
len d [lend] (lent, lent): Can you lend me five dollars?

I’ll lend you that book.
hurry ['hAri]: We must hurry or we’ll be late. Hurry
up! He hurried to school. Don’t be in a hurry! Don’t
hurry and don’t hurry me. In my hurry I forgot the
tickets.
perhaps [pa'haeps]: Perhaps he’ll come. Perhaps your
friend would like to join us.
on ce [wAns]: We met once before. Do it at once. She
has a piano lesson once a week.
34
tw ice [twais]: We have been there once or twice. He is
twice her age. He paid twice as much,
drop [drop]: The trees are dropping their leaves. The
vase dropped out of my hands. The wind dropped.
Take 10 drops of the medicine a day.
m ark [ma:k]: You’ve got a mark on your jacket. He
always gets high marks for maths. I’m not feeling up
to the mark. I hope you will mark this day somehow.
4 4 . Read the sentences and give Russian equivalents of the

underlined words with prefixes:
1. I’m afraid you misunderstood what I said. 2. He can

displease everyone. 3. People always misspell her name.
4. He was happy to find an unused copy of the book on
the shelf in the library. 5. The student had to recopy
the exercise because he had made 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. 8. He is in
disagreement with us over our plans. 9. The girl lost her
doll and looked very unhappy. 10. Every year the capital
rehouses a lot of families.
A 4 5 .(a ) Read the text and answer the questions:
B affin Land
Baffin Land off Canada is the largest of the Canadian
islands. It shuts in Hudson Bay and is quite near
Greenland. Between Baffin Land and Greenland is Baffin
Bay leading to Davis Strait, which leads to the Atlantic
Ocean.
Baffin Land got its name because a navigator 1 named
William Baffin was the first to explore2 it. Baffin
went there in 1615 and got back to Britain the next
year.
2* 35
The people who live on Baffin Land are mostly
Canadian Eskimos. They spend a lot of time fishing. In
summer the men go out in boats catching fish during
the day, and the women clean the fish and hang them
up to dry. Dried fish is often eaten raw3. Besides fish
these northern waters are reach in s e a ls4. Seals are
caught and killed for food and for their fur 5. Seal meat
is also dried, and when winter comes, it may be eaten
like dried fish.
There are also polar bears on Baffin Land and other
island in the North of Canada. The Baffin islanders kill
a number of polar bears each year and skin 6 them. They
get useful goods 7 for the skins, such as wood, metal
goods, boats and other things.
1 n a v igator ['naevigeita] — мореплаватель; 2 exp lore

[iksp'lo:] — исследовать; 3 raw [го:] — сырой; 4 seal [si:l] —
тюлень; 5 fur — мех; 6 sk in — кожа; снимать кожу, шкуру;
7 good s — товары, изделия
1. Where is Baffin Land situated? 2. What is between

Baffin Land and Greenland? 3. Who was the first to
explore Baffin Land? 4. How do the Canadian Eskimos
spend their time? 5. What do the women of Baffin Land
do? 6. What goods do the Baffin islanders receive in
exchange for the fish and skins?
1. I’ve said it more than ... . 2. The temperature has ...

and it is snowing. 3. If you don’t ... w e’ll miss the train.
4. Think ... before agreeing. 5. I shall ... you my records
for the party. 6. How did you ... that anniversary? 7. He
drank the water to the last ... . 8. She hasn’t come to
school, ... she is ill.
(See the Key)
36
(с) Copy out the words, write down their meaning and underline
the prefixes:
Misuse, rethink, illogical, ineffective, unmusical, discover,

redo, renew, independent, informal, unheard, unclean,
remake, irregular, uneasy, immoral, reorganize, disappear,
re-enter, misbehave.
P Q (d) Do the exercises of Task 5.
§6
4 6 . Imagine and describe situations when these sentences are used:
1. “I must decide these things for myself.”

2. “What you have said is very interesting.”
3. “It was very pleasant to hear you say th at.”
4. “I hope you will help me.”
5. "Thank you very much, but I’m afraid I ...”
47. Do the task:
Ask your parents about the road in life they chose, their
occupations, the importance of labour in their life. Tell
the class their life story.
48. Look at the picture and discuss the

situation.
“John has a diploma and Richard

has a PhD *, but Harry has a JOB!”
1 PhDf'pi: 'eitj- 'di:] (short for Doctor

of Philosophy) — доктор филосо
фии
37
49. Read and smile:
1. W e H ardly S lep t A ll N igh t

I often think that “insomnia is about 90 percent
nonsense. When I was a young man living in a boarding
house 2 in Toronto, my brother George came to visit me,
and since there was no spare 3 room, we had to share 4
my bed. In the morning after daylight, I said to George,
“Did you get much sleep?”
“Not a minute,” he said.
“Neither did I,” I told him. “I could hear every sound
all night.”
Then we put our heads up from the bedclothes and
saw that the bed was covered with p la ster5. The ceiling
had fallen on us in the night. But we hadn’t noticed it.
We had “insomnia”.
2. A P erfect M em ory 6
Two townsmen and an Indian were on a train. One
of them said that the Indian could remember anything.
So the other man asked him what he had for breakfast.
The Indian replied, “Eggs.”
A year later the same man saw the Indian again
and said, “How?”
The Indian replied, “Scram bled.7”
1 insomnia [in'samnia] — бессонница; 2 boarding-house

['bo:dit)haus] — пансион; 3 spare [spea] — свободный;
4 share [Jea] — делить, разделять; 5 plaster ['plcusta] — шту
катурка;' 6 memory I'memari] — память; 7 scrambled
(eggs) ['skraembld] — яичница, омлет.
50. Read the story and say what happened to Mr Simpson one
night.
38
P o s tin g a L e tte r
“I say, I am pleased to see you!” said the little man

standing by the pillar-box '.
“Oh, hullo!” I said, stopping. “Simpson, isn’t it?”
The Simpsons were newcomers to the neighbourhood 2,
and my wife and I had only met them once or twice.
“Yes, th a t’s right!” answered Simpson. “I wonder if
you can lend me three-halfpence 3?” I put my hand into
my pocket4.
“You see, my wife gave me a letter to post, and
I’ve just noticed it isn’t stamped. It must go tonight, it
really must! And I don’t suppose I should find a post-office
open at this time of night, do you?”
“So I thought, you see, I’d get a stamp out of the
machine,” explainedSimpson, “only I find I haven’t got
any money on me.”
“I’m awfully sorry, but I’m afraid I haven’t got
either,” I told him. “Perhaps somebody else has,” I said.
“There isn’t anyone else.”
He looked up the street, and I looked down. Then
he looked down the street, and I looked up.
“Tell you w hat,” I said. “You’d better walk along
with me to my place — it’s only a couple5 of streets
off — and I’ll try to get some change for you there.”
“It’s really awfully good of you!” said Simpson.
At home I handed the sum to Simpson. I watched
him go up the road and then return to me.
“I’m sorry to trouble you again,” he said. “Well, I’m
rather lost. Perhaps you’d direct me to the post-office?”
I spent three minutes explaining to him where the
post-office was. At the end of that time I felt as lost as
Simpson.
“Here, I’d better come along with you,” I said.
“Oh, I say, th a t’s awfully kind of you,” he said.
39
I led the way to the post-office. Simpson put a penny
in the automatic stamp machine. But it was empty6.
Simpson dropped his letter and when he picked it up it
had a great muddy 7 mark on its face.
“Well, what can we do now?” he asked.
“I know — I’ve got a book of stamps at home!” I
suddenly remembered. “We must hurry, or we shall miss
the post.”
We hurried. It took us rather a long time to find
the book of stamps. It was empty.
“But what about my letter?” asked Simpson.
“You’ll have to post it unstamped, th a t’s all,” I said.
I was beginning to lose interest in Simpson’s letter.
“Oh, can I do that?” he asked, brightening.
“What else can you do? The other man will have to
pay twice as much on it in the morning, but that can’t
be helped. Now, hurry up, or you’ll miss the last collec
tion.”
Simpson went off up the street.
“Hi! The other way!” I shouted after him.
“Sorry!” he said, returning. “I — I rather think I’ve
forgotten the way again.”
I didn’t even start to explain. I just took him by the
arm, and led him to the post-office, in time for the
midnight collection. He dropped in his letter and then I
took him home.
“Thank you very much, indeed," he said. “That
letter — it’s only an invitation to dinner, to — oh, my
dear!”
“Why, w hat’s the m atter?”
“Nothing. Just something I’ve remembered.”
“W hat?”
But he didn’t tell me.
All the way home I was wondering what it was he’d
40
remembered. But I stopped wondering next morning,
when I had to pay the postman threepence 8 for a blue
envelope with a great muddy mark on its face.
(A d a p te d from C. H o w a r d )
1 pillar-box f'piloboks] — почтовый ящик; 2 neighbourhood

['neibohud] — соседство, близость; 3 three-halfpence
['©ri: 'heipons] — полтора пенни; 4 pocket ['pokit] — карман;
5 couple ['клр1] — пара; 6 empty ['empti] — пустой; 7 muddy
['mAdi] — грязный; 8 threepence ['Grepons] — три пенса
51. Read the story once again and retell it using indirect speech.
52. Read and analyse the Infinitives (See RG § 6, 55, 56, 57):
The In fin itiv e
I He asked the students on duty to open

the window. The A ctive
She watched the children p lay in the In fin itiv e
yard.
II He ordered the windows to be sh ut. The P a ssiv e
This work must be d on e in three days. In fin itiv e
III It is pleasant to be sw im m in g in the
The
warm w ater of the lake.
C on tin u ou s
They must be w a lk in g in the garden
In fin itiv e
now.
IV I am pleased to have m et him yesterday.
The P erfect
She was absent yesterday, she may have
In fin itiv e
been ill.
53. Read the sentences, translate them, find the Infinitives and
say what kind of Infinitives they are:
1. I want 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
41
you at 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 must have left my exercise-book at home. 9. You
seem to be looking for trouble. 10. Is there anything else
to be discussed?
A 54.(a) Read the text and say what you have learned about the
St. Lawrence Seaway:
The St. L aw rence Seaw ay

The St. Lawrence Seaway is a system of rivers and
canals which joins the Great Lakes of North America
and links 1 them with the Atlantic Ocean. It forms in all
a waterway 3,380 kilometres long. The St. Lawrence
Seaway was officially opened in 1959. It is a great
achievement, which was carried out by Canada and the
United States.
For many years ships sailed2 from one point to
another on each of the Great Lakes and up and down
the St. Lawrence River to the ocean. Far-seeing people
said that canals should be built and a great waterway
created. This idea was expressed as early as 1820.
Seagoing ships now pass up the St. Lawrence River
into the heart of Canada. The Seaway means a great
deal 3 to Canada. The country can trade more easily with
the rest of the world. Canadian grain 4 and other goods
can be shipped more cheaply by water.
The Canadian winters are very cold. Rivers and lakes
freeze 5. Even the St. Lawrence River is ice-covered. Ships
cannot pass from ocean into the Great Lakes by the
St. Lawrence Seaway.
To begin shipping as early as possible in spring,
ice-breakers6 are sent up the St. Lawrence River. The
slow movement of the ice-breaking ships up the river to
42
Montreal is reported over the radio, on television and in
the newspapers. Whole families go on Sunday excursions
to the river-bank 7 where they spend hours watching the
ships at work.
The arrival8 of the ice-breakers in March each year
is a sign 9 to everyone that spring will soon come and
that the long Canadian winter is almost over.
1 link — связывать, соединять; 2 sail — плавать; 3 a great

deal — много;4 grain — зерно; 5 freeze [fri:z] — замерзать;
6 ice-breaker ['ais breika] — ледокол; 7 river-bank ['riva
baer)k] — берег реки; 8 arrival [aTaivl] — прибытие; 9 sign
[sain] — знак
1. I’m sorry, I have no money ... me. 2. ... my hurry I

forgot the tickets. 3. Would you lend a hand ... my
suitcase? 4. He tried to do everything all ... once. 5. The
cup dropped ... her hand. 6. What mark did you get ...
literature? 7. The woman took the child ... the hand and
they crossed the street. 8. It’s very kind ... you to help me.
(See the Key)
(c) Read and copy out the sentences underlining the Infinitives
(see RG, § 6, 57):
1. I am going to see a new play at the Maly Theatre.

2. What made you do 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.
7. It seems to be raining since we came here. 8. There
are a hundred things to be done.
£ Q (d) Do the exercises of Task 6.

43
§7
55. Read and discuss the problems:
1. The opportunities for a young person of choosing a
profession today are fantastic; there are thousands of
trades and professions.
Who and what will help you to become well suited 1
for the profession you wish to be active in?
(Parents; teachers; friends; doctors; books; good
knowledge of yourself; 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.
What does that mean?
(To find out things about many trades; the trade
which interests you most; to get polytechnical
knowledge; to develop practical skills2.)
1 suit [su:t] — подходить, соответствовать; 2 skill — навык
5 6 . Ask your classmates what professions and occupations in

different branches of industry, agriculture, science, culture and
the services they like; why they prefer this or that particular
trade, profession or occupation; what schooling they require.
57. Have a talk with your classmates about people whose life is
a model for you to follow:
1. Describe in short his (her) life.

(To go to school as other children do; to learn an
interesting trade; to become one of the best workers;
to introduce new progressive methods of work; to
work hard, to be active in, to be a success, to
become a public figure.)
44
2. Explain why you want to follow his (her) explample.
(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 trade; to be able to show
greater results in this sphere of activities, to be
well-off'.)
1 well-off ['wel 'of] — состоятельный, зажиточный
5 8 . Read the text and say what facts you have learned from it.
Som e Facts A bout C anada

The E skim os. The Eskimo is a very creative 1 man.
He lives where there are few raw materials 2, yet he has
invented3 a great number of things; not only tents,
canoes *, and clothes of skins 4. He has made dog sled s5,
snowshoes, games and toys for his children, lamps, spoons,
and different tools 6.
Schools. In Canada, when birds fly south in autumn,
school bells ring and everywhere across the land children
sit again at their desks. Some of the schools are modern
buildings, some have only one or two rooms. On the
prairies *, children from d ista n t7 farms go by bus to big
schools. In Quebec, children and teachers speak French,
schoolbooks are written in French.
G am es and Sports. Canadians, both children and
grown-ups 8, play different games — baseball, football, vol
leyball, ice-hockey, tennis and a great number of other
games. Ice-hockey is Canada’s national sport and everyone
from grandfather down to the youngest child is a fan.
Children take to skis and skates almost as soon as they
can walk, and snowshoes in some places are standard
equipm ent9 for getting to school.
1 creative [kri'eitiv] — творческий; 2 raw materials

45
['roimg'tiarigiz] — сырье; 3 in v en t [in'ventj — изобретать;
4 sk in — кожа, шкура; 5 sled (Am.) — сани; 6 tool — ин
струмент; 7 d ista n t ['distant] — отдаленный, дальний;
8 grow n up ['groun лр] — взрослый; 9 eq u ip m en t
[i'kwipmant] — снаряжение, оборудование.
5 9 . Read the text “Posting a Letter” and dramatize it.
(1) “It’s good (kind) of you.”

(2) “It can’t be helped.”
(3) “Oh, my dear!”
(4) “Hurry up!”
(5) “Once or twice.”
61. Read and analyse the Infinitive constructions (see RG § 6, 59,

60, 61).
The In fin itiv e C onstru ctions
I I want you to com e earlier. O bjective w ith

I saw him cross the street. the In fin itiv e
II It is difficult for m e to do this
task.
For-C onstruction
The text is easy enough for you
to u n d erstan d .
III T hey were asked to com e earlier. N o m in a tiv e w ith
He is sure to com e soon. th e In fin itiv e
62. Read the sentences, translate them and find the Infinitives and
Infinitive Constructions:
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
46
the first time in many years. 4. “The fight to defend the
workers’ rights will be carried on,” said the delegates.
5. At that time it was difficult for her to take part in
sport events. 6. It is important 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.
▲ 6 3 .(a) Read the text and say what new facts you have learned
from it. Write down the new facts:
French C anada
Canada’s beginnings were French; and even 1 now
French is the language spoken by about one fifth of
Canadians. Canada has two official languages — English
and French. The St. Lawrence V alley2 was the heart of
the French colony in North America up to the middle of
the 18th century.
When the British gained 3 control of Canada, about
half of the French inhabitants moved south to the French
colonies along the Mississippi River. But the St. Lawrence
River, from Montreal to the Gulf of St. Lawrence *, may
still be called a French river.
Quebec is the home of the French Canadian nation,
and Quebec City is the capital of the province. Quebec
is Canada’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 speak only English. There are French
Canadians not only in the province of Quebec, they live
and work in other provinces too.
M ontreal, the main St. Lawrence port, is the second
largest French city in the world — after Paris.
47
French Canada still keeps some of its old traditions,
but it is a mistake to say that Quebec is very different
from the rest of Canada; every year the difference becomes
less.
1 even ['i:van] — даже; 2 v a lley ['vaeli] — долина; 3 to

ga in — добиваться
1. On Sundays we usually went ... the country ... train.

2. The article had dry facts ... the life ... the people
during the war. 3. The letter was written ... German
which he did not know. 4. We got ... the town early ...
the morning. 5. I lived ... Voronezh ... six years. 6. I
can’t be ... two places ... once. 7. A great number ...
people came to see her off. 8. I read the book ... beginning
... end and enjoyed it greatly.
(See the Key)
(c) Read and copy the sentences underlining the Infinitive

Constructions:
1. He is said to have left school. 2. I want you to look

after your little sister. 3. Our 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. 7. I have
something to tell you. 8. I’m sorry I didn’t hear the bell
ring-
I (d) Do the exercises of Task 7.
§8
6 4 . Read the story and ask your deskmate what he (she) thinks
about it. Note the pronunciation of the proper names: Dan
[daen]; Uncle Salters ['лг)к1 'sadtaz]; Harvey ['hcuvi]; Long Jack
[Ъ о Мзэек]; Richard ['ritjad].
On a F ish in g Boat
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 Harvey a pitchfork 1 and led him to the
table where Uncle Salters was waiting with aknife in
his hand. A tub 2 of salt water stood at his feet.
“You’ll throw the fish down the h a tc h ,3” 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 itopen4
and the fish fell in front of Long Jack.
Another cut and the fish, empty 5 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 without speaking. The fish moved along so
quickly that Harvey did not believe his eyes when he
saw that his tub was full.
“Don’t stop!” shouted Uncle Salters 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.
49
Uncle Salters really worked so quickly that it seemed
he was cutting magazine pages with his knife.
Harvey did not see anything. He heard only the fish
falling into the tub. He kept on throwing and throwing
them down the hatch. At the end of an hour the boy
was almost 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 ofitand
he continued to work.
(Adapted from Rudyard Kipling)
1 pitchfork — вилы; 2 tub — кадка, лохань; 3 hatch —

люк; 4 to cut open — разрезать; 5 empty ['empti] — пустой;
зд. выпотрошенный
6 5 . Describe situations in which one of the speakers says:
(1) “You have no right to do that.”

(2) “What gives you the right to say so?”
(3) “This is something new to me!”
(4) “Well, it’s easy to be wise after the event.”
(5) “I cannot express how happy I am .”
66 . Describe your friend using the following questions as a plan:
Who is your friend? How long have you been friends?

Can you describe him (her)? Do you have much in
common 1 or are you different? What is his (her) hobby?
Do you tr u s t2 him (her)? Do you keep anything in secret
from him (her)? Is your friend easy to get along with?
Does he (she) help you if you need his (her) help? How
do you spend your free time together?
1 in common ['кэтэп] — общее; 2 to trust — доверять
67. Describe your friends, their work and success as you see them
in some ten or fifteen years.
50
6 8 . Read and do:
H allow een , October 31
Halloween is the day or evening before All Saints’
Day. Children dress up as ghosts 1 and witches 2 and go
out into the streets to b e g 3. A favourite custom 4 is to
make a jack-o’-lantern. Children scrape 5 out a pum pkin6,
cut out eyes, a nose and a mouth and light a candle 7
inside the pumpkin. They go from house to house and
say “Trick or treat!”, which means “Give me a treat or
I’ll play a trick on you.” People give them sweets, cookies
and apples.
Say if we have a similar 8 old traditional festival in
winter on Christmas Eve and describe it.
1 g h o st [goust] — привидение; 2 w itch — ведьма; 3 b eg —

просить; 4 cu stom ['kAstam] — обычай; 5 scrape — скрести;
6 pum pkin ['pAmpkin] — тыква; 7 ca n d le ['kaendl] — свеча;
8 sim ila r ['simila] — похожий, подобный
6 9 . Read and smile:

1. N ot a D ollar Yet
“I beg your pardon,” the man said to the Indian.
“W hat’s your nam e?”
“Running Deer replied the Indian.
“Is that your son?” asked the man.
“Yes.”
“W hat’s his nam e?”
“Ninety-eight Cents.”
“Why do you call him Ninety-eight Cents?”
“Because he’s not a b u ck 2 yet.”
2. A Shorter N am e
An Indian went to c o u rt3 to have his name shortened.
“What is your name now?” asked the judge 4.
“Chief Screeching Train Whistle5,” answered the Indian.
51
“What do you want to shorten it to?” asked the judge.
The Indian folded 6 his arms and said, “T o o ts7.”
3. A R itu al D ance?
There is a story of the Navajo 8 Indian Chief who came
to town and watched a group of young palefaces dancing.
Someone asked, “Well, what do you think of it,
chief?” To which he replied, “If that doesn’t bring rain,
I don’t know what will.”
1 deer [did] — олень; 2 b u c k — 1) олень (самец); 2) доллар;

3 court [ko:t] — суд; 4 ju d ge —судья; 5 “C hief S creech in g
T rain W h istle ” ['tji:f 'skrhtJiQ 'trein 'wisl] — “Вождь Виз
гливый Поездной Свисток”; 6 fold [fould] — складывать;
7 “T o o ts” — “Свистки”, а также вульгарное обращение к
женщине “Красотка, милашка”; 8 N avajo ['naevahou]
70. Read and learn the Canadian — Indian folksong:
Land of the S ilver Birch
1. Land of the silver birch ', home of the b eav er2,

Where still the mighty moose 3 wanders 4 at will,
Blue lake and rocky5 shore 6,
I will return once more.
Chorus:
Boom de de boom boom,
Boom de de boom boom,
Boom de de boom boom
Boo-oo-oom.
2. Down in the forest, deep in the lowlands,
My heart cries out for thee 7 hills of the north;
Blue lake and rocky shore,
Chorus.
52
3. High on a rocky ledge 8 I’ll build my wigwa,m,
Close by the w ater’s edge 9, silent and s till10,
Blue lake and rocky shore,
Chorus.
1 birch — береза; 2 beaver ['bi:va] — бобр; 3 moose

[mu:s] — американский лось; 4 wander ['wondo] — бродить;
5 rocky ['roki] — скалистый; 6 shore [jo:] — берег; 7 thee
[6i:] — тебе (поэт.); 8 ledge — выступ, уступ; 9 edge —
край, кромка; 10 still —спокойный, неподвижный
71. Read the short story and explain the use of the articles (See
RG § 3):
The First M oney
Mark Twain was asked one day if he could remember
the first money he had earned ’.
“Yes,” he said. “It was at school. All the boys who
went to school at that time, had no respect for the desks
as well as for the teachers. There was a rule at our
school that any boy who made marks on his desk would
be whipped 2 publicly before the whole school. Or would
have to pay a fine 3 of five dollars.
Once I broke the rules and had to tell my father
about it.
Father said: ‘It would be too bad to have the name
of the family disgraced 4, so I’ll pay the fine. But I don’t
want you to lose whipping,’ and I was whipped. After that
I thought that as I had been punished 5 and got used to
it, I wouldn’t mind taking another whipping at school.
So I did and kept the five dollars that Father had
given me. That was the first money I ever earned.”
1 earn [з:п] — зарабатывать; 2 whip — сечь, хлестать;

3 fine — штраф; 4 disgrace [dis'greis] — позорить, запят
нать честь; 5 punish ['рлпЦ] — наказывать
53
A 72.(a) Read the text and say what you have learned from it:
How Great Slave Lake Got Its N am e

In 1770, an English explorer named Samuel Hearn
came upon a large lake when travelling in North West
Canada. He was the first European to see it.
Its waters cover an area of more than twenty-eight
thousand square kilometres. Great Slave Lake is the fifth
largest lake on the North American continent. It is about
five hundred kilometres from east to west and over one
hundred kilometres at its widest point.
The Indian people on the territory around this great
lake called themselves the Slaves. This was their tribal
name and it has nothing to do with slavery. The Slave
Indians were related to other Indian tribes who lived far
to the North. So this is why this great lake became
known as Great Slave Lake.
The river that flows into the lake was named the
Slave River. The famous Mackenzie River runs out of
the lake and carries away its waters.
Great Slave Lake is frozen hard during the long
Canadian winter. In the summer, however, ships sail on
it carrying people and goods to and from the Northern
Territory.
(b) Put in articles where necessary and copy out the sentences:
1. I’d like... egg and .. cup of ... coffee, please. 2. Buy

her ... doll, ... girls are always fond of ... dolls. 3. ... flat
has ... running water, ... gas, ... electricity. 4. ... Kate,
go to ... kitchen and turn off ... gas. 5. I asked for ...
book in ... central library but ... librarian said that they
hadn’t received it yet. 6. Can you lend me ... book for
a ... week? 7. Never cross ... street when ... light is red.
54
8. If you happen to be in ... Centre, drop in one of ...
big stores and buy me ... tie.
(See the Key)
(c) Copy out the sentences putting in to where necessary:
1. Let us ... go there together. 2. I cannot ... wait for

the weather ... change. 3. I want you ... tell me all
you know about him. 4. I’ll make him ... tell the truth.
5. We had better ... hurry up. 6. She seems ... know
a lot about music. 7. I saw children ... cross the street
when the light was red. 8. I shall behappy ...do it
for you.
(See the Key)
(d) Do the exercises of Task 8.
Unit 2
§1
1. What newspapers and magazines does your family

get?
2. Who in your family reads newspapers regularly?
3. What political, cultural or social problems do the
newspapers cover?'
4. What kind of information do the newspapers carry?
5. What space 1 in the newspapers is given to local
news?
6. What sort of information are you and your family
interested in most of all?
'7. Which articles do you prefer to read?
8. What sports news are you interested in?
9. Can you find examples of humour in the papers,
either in words or in pictures?
10. Which is your favourite magazine? Why?
1 space — место, пространство
2. Read the text once and say what it is about.
The Press in B ritain

The British read more newspapers than any other
people in the world. More than thirty million copies of
newspapers are printed in the country every day.
National newspapers are sold throughout the United
Kingdom, they all have their head offices in London.
Some papers inform their readers about national and
56
international news. Other newspapers try to attract 1
readers with pictures and sensational stories. ,
There are many provincial daily, evening and weekly
newspapers published in cities and smaller towns. Many
big cities have evening papers which give the latest news.
There are nearly five thousand periodicals published
in the United Kingdom. Of these, women’s magazines
have the largest circulation 2. There are magazines and
periodicals for almost every trade, profession, sport, hobby
or interest. Special magazines and newspapers are pub
lished for young people.
W riting to the newspapers and magazines is a popular
pastime for a lot of people. Many letters are answered,
and the most interesting ones are published. People often
read the letters before the main news.
1 attract [o'traekt] — привлекать;

2 circulation [,s9:kju'lei.fn] — тираж
3. Read and say what is covered in the International Herald
Tribune, the world’s daily newspaper:
PU B LISH ED WITH TH E NEW YORK TIM ES A ND TH E W ASHINGTON POST
THE AMERICAS INTERNATIONAL
EUROPE ASIA/PASmC
H EA LTH /SC IEN C E

B U S IN E S S /F IN A N C E
OPINION/LETTERS SPORTS
57
4. Read the text and say what else you know about Australia:
An U pside-d ow n W orld
You know that Australia is an English-speaking coun
try. And you know that it is on the other side of the
world.
What will you find if you go to Australia? It will
seem to you an upside-down world. New Year is in the
middle of summer, the middle of winter is in June, and
the winter months are never cold. Hot winds blow from
the north, cold winds blow from the south. The native
trees such as the eucalyptus, the bottle tree, look very
strange, and they never lose their leaves in winter.
Australia is a land of birds and animals which cannot
be found in other parts of the world. They are the emu*,
the kangaroo*, the koala*, the echidna*, the dingo* and
many others.
What about the climate? Australians say that they
can sleep out of doors all the year round. The sun shines
brightly in winter and it is very hot in summer. Snow
can be seen only on the highest mountains. There is not
much rain in many parts of the country. In bad times,
and in the driest parts, many animals may die for want
of water.
The b o ttle tree is on e o f th e s tr a n g e tre e s in A u stra lia .

5. Read the poem about the first settlers in Australia and their
heavy labour:
Old B otan y Bay
M a r y G ilm o re
“I’m old
Botany Bay
S tiff1 in the joints 2,
Little to say;
I am he
Who paved 3 the way,
That you might walk
At your ease 4 today;
I was the conscript5
Sent to hell 6
To make in the d e se rt7
The living well 8;
I bore the h e a t9,
I blazed 10 the track 11 —
Furrowed 12 and bloody 13
Upon my back.
I s p lit14 the rock 15;
I felled 16 the tree:
The nation was —
Because of me!”
Old Botany Bay
Taking the sun
From day to day...
Shame 17 on the mouth 18
That would deny 19
The knotted 20 hands
That set us high!
stiff — негнущийся, одеревеневший; 2 joint — сустав;

pave — мостить, прокладывать; 4 ease — легко, свободно,
59
вольно; 5 conscript ['konskript] — мобилизованный, новобра
нец, (зд.) каторжник; 6 hell — ад; 7 desert ['dezot] — пус
тыня; 8 well — колодец, родник; 9 heat — жара; 10 blaze —
выжигать, делать отметки, прокладывая тропу; 11 track —
тропа; 12 furrowed ['fAroud] — покрытый бороздами;
13 bloody ['bUdi] — кровавый, тяжелый; 14 split — раскалы
вать; 15 rock — скала; 16 fell — рубить, валить (лес);
17 shame — стыд, позор; 18 mouth [mau0] — рот; 19 deny
[di'nai] — отрицать, отвергать, отрекаться; 20 knotted
E'notid] — узловатый
6 . Read the text and answer the questions:
H istory of A ustralia
The east coast of Australia was discovered by Captain
Cook in 1770. It was then first used as a colony for
convicts *.
Other settlem ents of a few free settlers began to
appear. Of these settlem ents Sydney was the most im
portant; but other smaller settlem ents for convicts were
in Tasmania, at Brisbane, and on the Swan River in
Western Australia.
The early settlers were very cru e l2 to the aborigines *,
the people who have lived in Australia from the earliest
times. They were killed or driven away from their lands.
The discovery of gold in 1851 brought very many
people to Australia and the character of the colony began
to change. But still, the raising3 of sheep was for a long
time the most important occupation for the Australians.
Towards the end of the 19th century, the Australian
colonies began to discuss some form of union. They
formed a federation, the new constitution was introduced
on January 1, 1901; and the birth 4 of the new nation
was celebrated.
1 convict ['konvikt] — каторжник; 2 cruel [krual] — жестокий;

3 raising ['reizip] — разведение (скота); 4 birth — рождение
60
1. What part of Australia was first used as a colony?
2. How did the early settlers behave towards the abo
rigines? 3. Why did very many people go to Australia
after 1851? 4. When was the new nation born in Australia?
dream [dri:m]: I had a bad dream last night. It’s her

dream to be an actress. I dreamt of returning home,
pow er ['paua]: I’ll do everything in my power. I have
no power over him.
exp en siv e [iks'pensiv]: It’s too expensive for me. They
bought an expensive modern car.
sw eet [swi:t]: The child likes sweet things. That’s sweet
of you. W hat’s the price of those sweets?
n o tice ['noutis]: I didn’t notice you coming in. Nobody
noticed his absence. She took no notice of him. He
put up a notice in the newspaper,
fill [fil]: The students filled the hall. The square quickly
filled with people. Fill in your name and age.
voice [vois]: He spoke in a low voice. They shouted at
the top of their voices. I’ve lost my voice and can’t
speak louder.
d isap p oin t [disa'point]: I was disappointed with the
book. The results have disappointed me. She was
disappointed in you. I’m afraid I’ll have to disappoint
you.
8. Read and compare the sentences. Translate the underlined words:
1. What are you looking at? I had a quick look at the

newspaper.
2. We walked there and took Let’s go for a walk in the
the bus back. forest.
3. What will you drink, tea Could I have a drink of
or coffee? water?
61
4. Can I talk about The two friends had a long
something? talk.
5. The child smiled at the She turned back, gave a
joke and stopped crying. smile to us, and left the
room.
A 9.(a). Read the text using the References. Write down a plan of
the text. Look at the map and describe Australia according to
your plan:
The C om m onw ealth of A u stra lia

Part I
The Commonwealth of Australia * is a federal state
within the Commonwealth. Its territories are the continent
of Australia, the island of Tasmania and a number of
62
smaller islands. It has an area of about eight million
square kilometres.
The continent of Australia is mostly a great plain
with mountains in the east and south-east. The western
part of the continent forms a plateau which occupies half
of the continent. The Central Lowlands, a great part of
which is very dry, lie between the Western Australian
plateau and the Eastern Highlands. Through the eastern
part of these Central Lowlands run Australia’s greatest
rivers, the Murray and the Darling. A number of short
rivers flow from the Australian Alps and the Blue M oun
tains into the Pacific Ocean.
Australia has several different climatic regions, from
warm to subtropical and tropical. There are tropical forests
in the north-east because the winds from the sea bring
heavy rainfalls, especially in tropical summer. 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 s o u th -e a st o f A u stra lia is c o v e r e d w ith fo r e s ts o f

e u c a ly p tu s a n d o th e r ev e rg re e n trees.
63
The tropical forests in the north and north-east are
displaced by savanna or grassland '. In the south-east
and on the sides of the mountains there are forests of
eucalyptus * and other evergreen trees. There are two
hot d eserts2 in the central and western parts of the
continent. There are many wild anim als3 in Australia.
Some of them, such as the kangaroo *, the dingo *, or
wild dog, and the koala *, are not found in any other
country of the world.
1 grassland ['graslaend] — район лугов и пастбищ; 2 desert

['dezat] — пустыня; 3 animal ['aenimi] — животное
1. I didn’t ... what she was wearing. 2. The tea isn’t ...
enough for me. 3. I little ... that I would ever live in
St. Petersburg. 4. Her one great ... was to become a
filmstar. 5. It’s not in my ... to do more. 6. I was ...
not to find her at home. 7. A good public official must
listen to the ... of the people. 8. She ... in the time by
reading.
(See the Key)
(c) Copy out the sentences and give Russian equivalents of the
underlined words:
1. I’ve lost a book from the library. Let’s book seats at

the theatre tomorrow. 2. He can’t back the car into the
yard. African women carry their children on their back.
I’ll have to take this book back to the library. 3. “I can’t
get my hands warm.” — “Warm them by the fire!” 4. If
you visit Voronezh in winter, a warm overcoat is a m ust.
You must 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
64
speech at the meeting. He headed the expedition to the
South Pole. 7. “Don’t forget to count your change,” said
the shop-girl to a small boy. I’ve lost count of how many
times I’ve seen that film. 8. Throw me the ball! A throw
of fifty metres is a record throw.
§2
10. Read the text and describe your local library.
Books and Libraries

There are different kinds of libraries: public libraries,
children’s libraries, school libraries, personal libraries,
scientific libraries and even travelling libraries.
If you want to take out books from a library, you
subscribe 1 to it. But first you must learn the rules of
the library.
When you enter a library you can see long rows of
shelves, and in many libraries readers can go round and
choose what they want.
We usually keep a book for a week, or two (for a
fortnight), before taking it back. If, at the end of the
fortnight, you have not finished reading the book, you
may take it out again for another fortnight. If the book
you want is out, you may leave an order for it. The
librarian will send you a postcard which tells you that
the book is in and is ready for you.
M ost public libraries also have a reading room and
a reference 2 library. In the reading room there are tables
at which you can sit and read books, newspapers and
3 75 65
magazines. In the reference library there are encyclopedias,
dictionaries, atlases, and many other books of reference.
These may not be taken out.
School students who are interested in foreign lan
guages visit libraries to get books in English, French or
German. They will find stories and books adapted 3 for
each special class and also books in the original.
1 subscribe [sab'skraib] — записаться, подписаться; 2 refer

ence ['refarans] — справочник, справочная литература;
3 adapt [a'daept] — адаптировать
11. Read and describe:

We read books for p ro fit1 and pleasure. They are
profitable because they add to our knowledge of different
subjects.
Describe the kind of books you read with profit.
What is profitable and useful about them?
Do they add to your knowledge of school subjects?
What knowledge do they add?
1 profit ['profit] — польза, выгода
12. Read and ask your deskmate about the books he (she) prefers
to read:
T alk in g A bout Books

“I’ve just finished reading two books/ They are as
different from each other as any two books can be.”
“Really! And you enjoyed both of them, I suppose.”
“Oh, no! Only one of them. The other one makes
unhappy reading. But I won’t tell you the story. You
may want to read it. Better 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.”
66
“An adventure 1 story, eh?”
“Yes, and the author has a fine im agination2. He
holds your interest 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 fu n n y 3 story. I laughed all the time
while I was reading it. And, besides, the author has
created 4 very believable characters 5.”
“Do you think it would interest m e?”
“I think so. If you like, come with me to the library
and you can get it straight away.”
“Good! That’s an idea. Shall we go right now?”
1 ad ven tu re [ad'ventja] — приключение; 2 im a g in a tio n

[i,m32d3i'neijn] — воображение; 3 fu n n y ['fAni] — смешной,
забавный; 4 to create [kri'eit] — создавать; 5 ch aracter
['kaerikto] — характер, герой, персонаж
13. Discuss the books you have read. In your discussion you may
use the following:
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 events 1 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 is that ...
(It makes easy, interesting reading; this is a very
tru th fu l2 story; the author has described the at
mosphere of the time with great skill; it will give
you a real feeling3 of what life is like.)
67
4. As for me, I prefer ...
(An excellent adventure story; an am using4 story
for light reading; a piece of fantasy; a book full of
interesting real facts and pictures.)
1 event [i'vent] — событие; 2 truthful ['tru:0ful] —правди

вый; 3 feeling ['fidirj] — чувство; 4 amusing [a'mjmzir)] —
забавный, смешной, занимательный
14. Read the story and say what you think of thereading public.
Note the pronunciation of the proper names:
Sellyer ['seljaj; Rasselyer ['rasalja]; Sluch [sUfl.
The R ead in g Public: a Book Store S tu d y

“Wish to look about the store, Professor? Oh, by all
means, sir,” said M r Sellyer, the head shop-assistant *.
“You’ll find some things that might interest you in the
back of the store on the left.”
I went there and soon became interested in a con
versation going on in the front of the store.
“You are sure it’s his latest?” a fashionably dressed
woman was saying to Mr Sellyer.
“Oh, yes, Mrs Rasselyer,” he answered. “I’m sure
G olden2 Dreams is his very latest. In fact, they only
came in yesterday.”
“But this book,” said the lady, “is it good? What is
it about?”
“It’s a very powerful thing,” said M r Sellyer, “in
fact, masterly. The critics are saying that it’s perhaps
the most powerful book of the season. It has a— a—
power..., one may say it is the most powerful book of
the m onth.”
“Oh, really!” said Mrs Rasselyer. “Well, I think I’ll
take it then... Oh, I almost forgot. Will you send something
to the house for Mr Rasselyer at the same time? You
know the kind of things he likes, do you not?”
68
“Oh, yes, madam,” said the man. “Mr. Rasselyer
generally reads works of—er—I think he buys mostly
books on—er— ”
“Oh, travel and that sort of thing,” said the lady.
“I am certain he will like, just in the morning, Among
the M on k eys2 of New Guinea, ten dollars.”
“It seems rather expensive,” said the lady.
“Oh, yes, very much so—a most expensive book.
You see, it’s the illustrations, and the paper, you notice.
In fact, madam, the book costs nine dollars and ninety
cents.”
So very naturally Mrs Rasselyer bought Among the
Monkeys.
Another lady entered.
“Something new,” repeated the man. “Yes, madam,
here’s a nice thing. Golden Dreams, a very sweet story;
in fact, madam, the critics are saying it is the sweetest
thing that Mr Sluch has done.”
“Is it good?” said the lady. I began to realize that
all people asked this.
“A nice book,” said the assistant. “It’s a love story—
very simple and sweet. My wife was reading it aloud
only last night. She could hardly read it for te a r s 4.”
“I want it for my little daughter,” said the lady.
“In fact, the book’s written quite in the old style,
like the dear old books of the past, quite like Dickens.”
The lady bought Golden Dreams, received it wrapped 5
up in green paper, and went out.
“Have you got any good light reading for holiday
tim e?” called out the next person in a loud voice.
“Yes,” said M r Sellyer, “here’s an excellent thing,
Golden Dreams, quite the most humorous book of the
season. My wife was reading it aloud only yesterday.
She could hardly read for laughing.”
69
“W h at’s the price, one dollar? One-fifty. All right,]
w rap it up-” And he was gone. \
“Yes, sir,” said the assistant, “sea stories? Certainly.
Here is the very latest, Among the Monkeys of New
Guinea, four-fifty. Thank you, sir. Send it? Yes. Good
m orning.”
I noticed that though the store was filled with books,
ten thousand of them, M r Sellyer was only selling two.
Every woman who entered went away with Golden
D reams; every man was given a copy of the Among the
Monkeys o f New Guinea', to one lady Golden Dreams
was sold as the reading for a holiday, to another as the
very book to read after a holiday, another bought it as
a book for a rainy day, and a fourth as the right sort of
reading for a fine day. The Monkeys was sold as a sea
story, a land story, a story of the jungle, and a story of
the m ountains, and it was put at a different price.
I w ent to M r Sellyer and paid for the book I had
chosen. Then I said, “That book — Golden Dreams, you
think it a very wonderful work?”
He looked at me. He knew I didn’t want to buy the
book He shook his head, “No. But we’ve got a lot, and
we have to do what we can.”
“H aven’t you read it?” I asked.
“Dear me, no.”
“But those people,” I went on, “who bought the
book. W on’t they be disappointed?”
He shook his head, “Oh, no. You see, they won’t
read it. They never do.”
“But your wife thought it a fine story.”
“I am not married, sir,” he said.
1 shop-assistant ['fop 9,sist3nt] — продавец; 2 golden

['gouldan] — золотой, золотистый; 3 monkey ['тлдП] —
обезьяна; 4 tear [tia] — слеза; 5 wrap [гаер] — заворачивать
70
1. What did the professor study in the bookstore?
2. What kind of books were “Golden D reams” and
“Among the Monkeys of New Guinea”?
3. Were the books really wonderful?
4. Did the buyers read the books?
5. Why did the people buy the books?
6. Why were the books so expensive?
7. Was the head shop-assistant married?
8. Why did he speak about his wife?
16. Read and analyse the sentences (See RG § 6, 62):
T he G erund
Stop ta lk in g
I’m sorry for co m in g late.

Do you mind my o p en in g the window?
We agreed to Ann’s g o in g to the country.
He is interested in c o lle c tin g stamps.
When a boy, he was fond of rea d in g books

G erund
about travels.
The rea d in g of the article took him only a
N oun
few minutes.
Verb He is rea d in g an interesting book.
17. Read the sentences and say which words ending in -ing are
Gerunds. Translate the sentences:
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 staying at home in such weather.
6. When will the sitting of the committee be held? 7. The
71
singing of birds in the garden woke him up in the morning.'
8. Is there anything interesting in this magazine? 9. After
finishing their homework the children went out to play.
10. What do you mean by coming to the lesson without
reading the story?
A 18.(a) Read the text, write down the main facts and describe
industry and agriculture in Australia:
The C om m onw ealth of A u stralia

Part II
There are five big cities in Australia: Sydney, Mel
bourne, 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 mined 1 in
different parts of the country, especially in W estern Aus
tralia and in the north-east of the country.
M ost of the factories are concentrated in oraround
the big cities. They produce goods for the motor-car,
machine-building, clothing2 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 country. Cattle-farming is also developed in
the Northern Territory, in some parts of W estern Australia,
along the east coast and in the south.
1 to mine — добывать; 2 clothing ['klouSig] — одежда

72
1. It is not ... his power to help you. 2. Take no notice

... it. 3. How sweet ... you to come to see me! 4. She
dreams ... going ... the party ... a new dress. 5. The
singer was ... good voice and the concert was a success.
6. The child was disappointed ... the New Year present.
7. He was disappointed ... his new friend. 8. She filled
the bottle ... fresh water and gave it ... the travellers.
(See the Key)
(c) 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 was 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? 7. My sister dreams of be
coming a ballet-dancer. 8. They enjoyed sitting in the
sun and swimming in the river.
iffll (d) Do the exercises of Task 10.
§3
19. Make up a conversation with your deskmate on the situation:
You have read a very interesting book you took out from
a library. On the way to the library to return the book
you meet a friend of yours who gets interested in the
book. You tell him (her) about your impressions of the
73
book and invite him (her) to go to the library with you
and take out this book. He (she) gladly agrees.
2 0 . Read and do:

1. Imagine that you are having winter holidays. You have
no homework to do and your mother says, “Now that
the holidays have started you will have much time
for reading what you want and when you w ant.”
Tell each other what books you would like to read
during the holidays. Discuss why you have chosen
the books.
2. Russian writers have created many wonderful charac
ters in their books.
Talk about your favourite literary character. Say
what attracts you in this character.
21. Read and say what is covered in an issue of the USA Today
(European edition *):
EUROPEAN EDITION
Across the USA 10A Money 8-1 OB

Crossword 9B Sports 1-7B
Opinion 6-7A Stock tables 2 8B
Life 8-9A World 4A
Nation ЗА Weather 10A
74
1 edition [i'dijn] — издание, выпуск (газеты); 2 stock
table — таблица акций, облигаций, ценных бумаг
22. Read and do:
1. Imagine that you act as a local correspondent in a

small country town.
Make a list of events that happened during a week
in this place.
2. Imagine that you are a journalist whose task is to
write an article on anything of local interest — a
festival, a sports competition, a meeting, an accident
or some interesting event.
Tell the class what you will write in this article.
23. Read the text and say what you think of it.
E d itor’s 1 L etter
Many people think that they can write stories. They
would like to be writers. They write stories and send
them to magazines. These people do not like when they
get their stories back.
A lady once wrote a long story and sent it to a
popular magazine. After a few weeks the story was
returned to her. The lady was very angry, and she wrote
to the editor:
“Dear Sir,
Yesterday you sent back a story of mine. How do
you know that the story is not good? You did not read
it. Before I sent you the story, I pasted 2 together pages
18, 19 and 20. That was a t e s t 3 to see whether you
would read the story. When the story came back yesterday,
the pages were still pasted together. Is this the way you
read all the stories that are sent to you?”
The editor wrote back:
75
“Dear Madam,
At breakfast, when I open an egg I don’t have to
eat all the egg in order to discover that it is bad.”
1 editor ['edits] — редактор; 2 paste [peist] — склеивать, на

клеивать; 3 test — проверка, испытание, тест
24. Make up situations in which the following expressions are

used:
(1) by all (no) means;

(2) in fact
(3) I could hardly speak for laughing.
(4) He wouldn’t dream of it.
(5) Dear me!
25. Read and smile:
1. An U n exp ected A nsw er

A traveller in the Australian bush met a witch doctor 1
who was beating out a message 2 on his d ru m 3.
“What has happened?” asked the white man.
“We have no w ater,” complained the aborigine.
“So you’re asking for rain?” said the traveller.
“Not at all,” answered the witch doctor, “I’m sum
m oning4 the plum ber5.”
2. W hose Room is This?
The guest of a summer boarding-house asked: “Why
does that old h o g 6 keep trying to come into my room?
Does he like people that much?”
Little Willie explained in a whisper: “Why, th a t’s his
room during the w inter.”
3. W hat C olours D id She Like?
A woman driving in the city stopped her car for a
red light. But when the light became green, she did not
76
move, just staying where she was. Something was wrong
with her car. When the light had changed several times
and she still had not moved, the policeman finally walked
over to her and said politely, “W hat’s the matter, madam?
Haven’t you got colours that you like?”
1 witch doctor — шаман, знахарь; 2 message ['mesid3 l —

послание; 3 drum — барабан; 4 summon ['б л г п э п ] — вызы
вать; 5 plumber ['р1лшз] — слесарь-водопроводчик; 6 hog —
боров
26. 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 drawing

up a general plan of reconstruction of the city. 2. There
is a new exhibition of children’s drawings at the museum.
3. The meeting 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
people in Novgorod in the past. 6. You will have no
difficulty in finding his house, it is near the Drama
Theatre. 7. The students of the Technological University
took part in preparing the experiments. 8. The young
workers were preparing to meet a delegation of American
youth. 9. They are staying at the Intourist hotel. 10. The
tourists spoke about staying in Moscow.
A 27.(a) Read the text using the References and write down the
new facts you have learned from it:
The C om m onw ealth of A u stralia

Part I II
Today there are about fifteen million people in Aus
tralia; most of them are of British origin ’.
77
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 self-governing2
federal state and a member of the Commonwealth of
Nations. Formally 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: New South Wales, Victoria, Queens
land, South Australia, Western Australia, Tasmania, the
Federal Capital Territory and the Northern Territory. The
Capital Territory is the land around the Federal Capital,
Canberra *.
The states run such things as education, police,
health, railway and roads; the Commonwealth looks after
the army, posts and telegraph, relations with other coun
tries.
Australia has a parliament in each state and the
Federal Parliament of the Commonwealth at Canberra.
The Federal Parliament consists of the Senate * and the
House of Representatives *. The federal government of
the country is headed by the Prime M inister *, usually
the leader of the party which has the m ajority3 in the
House of Representatives. The political parties represented
in the parliament are the Australian Labour Party *, the
The F e d e ra l P a rlia m e n t o f th e C om m o n w ea lth o f A u s tr a lia

is a t C an berra, th e F e d e ra l C a p ita l.
78
Liberal Party of Australia * and the National Agrarian
Party *.
1 origin ['orid3in] — происхождение;

2 self-governing ['self'gAvonig] — самоуправляющийся;
3 majority [ma'djoriti] — большинство
(b) Read the conversation and change it into indirect speech:
P r o f e s s o r : Do you think that “Golden Dreams” really

is a wonderful work?
S h o p - a s s i s t a n t : W e’ve got a lot, and we have to
do what we can.
P r o f e s s o r : Haven’t you read it?
S h o p - a s s i s t a n t : No, I haven’t.
P r o f e s s o r : But those people, who bought the book,
won’t they be disappointed?
S h o p - a s s i s t a n t : They won’t read it. They never do.
P r o f e s s o r : But your wife thought it a fine story.
S h o p - a s s i s t a n t : I am not married.
(c) Read and copy out the sentences with Gerunds. Underline and
translate the Gerunds:
1. The activities of the day included swimming, boating

and fishing. 2. She was given the task of helping her
younger schoolmates. 3. On every floor of the hotel there
are rooms for washing. 4. On leaving the room I noticed
that the door was not shut. 5. The telephone is ringing.
Can you answer it? 6. There is no hope of our getting
home before 7 o’clock. 7. What time are you going to
get up tomorrow morning?
79
§4
28. Read and act:
Do You E njoy It?
“Do you like to go to the theatre?”
“Oh, yes. I’ve got tickets for tomorrow.”
“W hat’s on?”
“A musical comedy. I’m sure I’ll enjoy it.”
“Who are you going with?”
“With a girlfriend 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 crowds 1 of hopeful
people outside the theatre doors tomorrow on the lookout2
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 real facts.”
“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 lookout — зд. в ожи

дании
2 9 . Read and do:

1. There are a lot of young people who like to go to
the theatre. Explain your interest in the theatre.
(To raise serious, interesting problems in our life;
heroic characters on the stage; new forms of
theatrical art; plays about young people and for
young people.)
2. “Don’t miss 1 this film when it comes round.” This is
what you may read in a film critic’s article.
80
Now speak about the films you are always ready to
see a second time.
(A film version of a story or book, or of a play;
documentaries; 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
direction 2 is skilful; the acting is real, true to life,
excellent, first-class.)
3. Opinions about TV programmes are divided3.
Discuss what you prefer to see and hear on TV.
(Sporting events; symphony concerts; the Animal
World; travels and travellers; meetings and
discussions between famous people; the plays of
leading dramatists; poets reading their own poems;
interviews with famous people; talks on museums,
history, geography, science4 and technology; songs
old and new; critics talking about new books, films,
plays, works of art; competition programmes.)
1 to miss — пропускать; 2 direction — постановка, режис

сура; 3 to divide [di'vaid] — делить; 4 science ['saians] —
наука
3 0 . Ask your classmates questions about the theatre, the cinema,

and TV.
The S y d n e y O pera H ou se in A u stra lia is fa m o u s fo r its

m od ern a rc h itec tu re .
81
31. Describe your visit to the theatre (cinema) and discuss the
play (film) you have seen.
32. Read the text once and say in short what it is about. 1
D in g o — A u stralian W ild D og
The dingo is one of Australia’s wild animals. It is a
wild dog which kills other animals at night. It fills the
silent night air with its terrible cries. It attacks and kills
sheep, which are much easier to kill than kangaroos or
other wild animals. To protect the sheep dingoes must
be killed, especially in some parts of the country. In some
districts much money is spent on hunting and killing
them. Australian hunters love to tell stories of how they
killed cunning old dingoes.
In colour it is reddish brown or yellow. Its feet and
the end of its tail are whitish. Scientists think that it
was once a pet dog of the aborigines, but then it went
wild.
Dingoes have been kept as pets many times. When
they are young, they are playful and amusing like any
young dog. But the grown dingo can always run away
and then go wild. They kill people’s hens and chickens,
even cats and small dogs. So the keeping of pet dingoes
is not allowed in most parts of Australia.

neigh b ou r ['neiboj: They were our next-door neighbours.
We were neighbours at dinner,
fix [fiksj: He fixed the shelves on the wall in his room.
Let’s fix the date for our meeting. I’ve fixed it up
with my son, he’ll meet you at the airport,
su it [su:t]: The weather does not suit the hike. The dress
suits her perfectly. It doesn’t suit me to come tomorrow.
Will tomorrow suit?
82
card [kcud]: He sent me a card from St. Petersburg.
Has she got my birthday card? Do you play cards?
lig h t [lait]: There were lights in every room. You show
him in a bad light. She had a light blue dress on.
It’s already light. We lit the fire in the forest near
the river.
set [set]: I always set my watch by the radio. The girl
set a good example for her younger sister. Have they
set a date for their trip? He set a record in high
jump. He has bought a set of stamps. The weather
is set fine. We are all set to begin,
true [tru:]: He is true to his old friends. What is the
true state of things? Her dreams came true,
tru th [tru:0]: Tell me the truth. To tell the truth, I was
not ill yesterday. There is not a word of truth in his
story.
3 4 . Read and analyse the functions of the Gerund (See RG § 6,

63):
The F u n ction s of th e G erund
I S w im m in g is a good exercise. Subject

II Her greatest pleasure is reading. P red ica tiv e
III We think of g o in g to the South in
Object
summer.
IV There are different ways of d o in g it. A ttrib u te
V On com in g home he rang me up. A dverbial
3 5 . Read and translate the sentences. State the functions of the

Gerunds in them:
1. He liked to read a book before g o in g to bed. 2. They

discussed different problems of tea ch in g foreign lan
guages. 3. It’s no use ta lk in g about it. 4. I am proud
83
of b ein g a citizen of Russia. 5. He went away without
le a v in g his address. 6. On receiv in g the telegram
I started home at once. 7. I am afraid of b ein g late.
8. R u n n in g is a good physical exercise. 9. He prefers
d o in g nothing to w orking. 10. My favourite1 sport is
sk atin g.
A 36.(a) Read the text using the References and say what animals
and birds live in Australia:
The S tran ge 1 W orld of A u stralian A nim als

Australia has been called “the land of differences2”
and “the continent of contrasts”. It certainly is both.
There are -many ways in which it is different from other
countries.
The first thing most people think of are the strange
native animals. Early in the world’s history Australia was
separated from the other continents and her animals
developed differently. Of these, the strangest of all are
the waterloving platypus * and the echidna *. The ap
pearance of the platypus is so unusual that when the
skin 3 of one was first sent to England some scientists
said that no such animal could possibly e x ist4.
Australia is also the home of the kangaroos.
The koala * is a tree-loving, comical-looking animal,
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 among
the native animals. You can meet dingoes in many parts
of Australia, but most of them now live in mountains or
hills. In some places they were a very great danger to
sheep and many of them were killed for that reason.
The native birds of Australia are very interesting.
The emu *, for example, which, with the kangaroo, is
84
The koala and the kangaroo are found only in Australia.
represented on the Australian coat-of-arms 5, is the next-

tallest bird in the world after the ostrich 6.
1 strange [streind3] — странный, необычный; 2 difference

['difaransj — различие; 3 skin —шкура; 4 to exist [ig'zist] —
существовать; 5 coat-of-arms — герб; 6 ostrich ['ostritf] —
страус
(b) Fill in words and copy out the sentences:
1. The story is not ... to life. 2. On Sunday I got up at

first ... . 3. He and I were good ... for years. 4. This
job does not ... him. 5. You must ... that broken chair.
6. I told him a few home ... . 7. At what time does the
sun ... today? 8. I shall sent him an invitation ... .
(See the Key)
(c) Read and copy out the sentences underlining the Gerunds:
1. I enjoy listening to music. 2. Before leaving Moscow

I again visited the Tretyakov Gallery. 3. When I’m on
holiday I enjoy not having to get up early. 4. I can’t
help laughing at his story. 5. If you cross the road without
looking left and right you risk being knocked down by
a car. 6. I’m going skiing next month. 7. He translated
85
the article without using a dictionary. 8. I have difficulty
understanding you when you speak English very quickly.
§5
37. Read and, say:
1. Ask your deskmate whether he (she) thinks that seeing
a film at the cinema is better than seeing it on TV.
Let him (her).give his (her) reasons.
Tell him (her) whether you think TV can replace
cinema.
2. Tell the class what kinds of films are shown on TV,
which of them you prefer and why.
(serials, historical epic films, comedies, musical films,
thrillers, horror films, animated carto o n 1 films,
documentary films, news films, clips).
1 animated cartoon ['aenimeitid ka/tu:n| — мультипликация
3 8 . Make up a conversation on the situation:
You meet your friend in the street and decide to go

to the cinema on Saturday. You come up to the bill on
the stand to know what is on at different cinemas. After
a short discussion you choose the film to your liking.
Then you fix the time of your meeting on Saturday and
part.

1. Discuss a film which youthink is wonderful. Say what
it is about and why you like it so much.
86
Ask and answer questions about some other good
films you and your friends have seen this year.
2. Speak about the films you are always ready to criticize.
Explain why.
You may use the following phrases:
This film is an adventure story.
This film is very well made.
The film has a lot of music.
The performances are excellent.
This film was a success.
The film is very sad.
This film is a must.
I only half enjoyed the film.
4 0 . Read the English proverbs and find out corresponding Russian

ones. Explain their meanings.
1. Every cloud has a silver lin in g 1.
2. All is well that ends well.
3. Look before you leap 2.
4. Once bitten 3, twice s h y 4.
5. As you make your bed, so you must lie in it.
6. Out of the frying pan 5 into the fire.
1 lining ['lainir)] — подкладка; 2 leap — прыгать; 3 bitten —

укушенный; 4 shy — пугливый; 5 frying pan —сковорода
41. Read the story and say what happened on Christmas Eve.
Note the pronunciation of the proper names: Santa Claus
['saento 'kb:z]; Edwin ['edwin]; Willie ['wili], Ulvina ['дМпэ],
Clarisse [klo'ris].
The Errors of S an ta C laus

It was Christmas Eve.
The Browns, who lived in the neighbouring house,
were dining with the Joneses.
87
Brown and Jones were sitting at the table. The others
had gone upstairs.
“What are you giving to your boy for Christmas?"
asked Brown.
“A train,” said Jones, “new kind of thing — automatic.”
“Let’s have a look at it,” said Brown.
Jones got a box from the sideboard.
“Fine thing, isn’t it?” he said. “Goes on its own
rails l. Kids love to play with trains.”
“Yes,” agreed Brown, “how are the railsfixed?”
“Wait, I’ll show you,” said Jones, “just help me to
put these dinner things aside. There! See! You lay the
rails like that and join them at the end, so — ”
“Oh, yes. I see. I got Willie a toy aeroplane.”
“I got Edwin one on his birthday. But I thought I’d
get him a train this time. I told him Santa Claus" was
going to bring him something new this time. Edwin, of
course, believes in Santa Claus absolutely. Say, look at
this locomotive, would you?”
“Let’s see her go,” said Brown with great interest.
“All right,” said Jones.
Half an hour later Brown and Jones were still playing
trains on the dining-room table. But their wives upstairs
in the drawing-room 2 hardly noticed their absence 3. They
were too much interested.
“Oh, I think it’s the loveliest doll I’ve seen, I must
get one like it for Ulvina. Won’t Clarisse be pleased?”
“Yes,” answered M rs Jones, “and then she’ll have
all the fun of making dresses for her doll. Children love
that so much. Look! There are three little dresses with
the doll, aren’t they nice?”
“Oh, how perfectly lovely,” said Mrs Brown. "I think
this one would suit the doll best? Only I’d like to make
a little change.”
88
“What a good idea!” said Mrs Jones. “Let’s try it.
I’ll tell Clarisse that Santa Claus made it himself. The
child believes in Santa Claus absolutely.”
And half an hour later Mrs Jones and M rs Brown
were busy making doll’s clothes, and had no idea what
the four children were doing.
“Cigarettes, aren’t they?” Edwin Jones was saying
to little Brown, as they sat in Edwin’s bedroom. “A
hundred in a box. Good present for Dad, eh?”
“Fine!” said Willie. “I’m giving Father sigars.”
“I know, I thought of sigars too. Men always like
sigars and cigarettes. Would you like to try one or two
of these cigarettes?”
“Thanks,” answered Willie, “I’d like one. I only
started smoking last sp rin g — on my twelfth birthday.”
“Me too,” said Edwin, as they lighted their cigarettes.
“In fact, I wouldn’t buy them now if it w eren’t for Dad.
I simply had to buy him something from Santa Claus.
He believes in Santa Claus absolutely, you know.”
And, while this was going on, Clarisse was showing
little Ulvina the absolutely lovely bridge s e t 4 of cards
that she got for her mother.
“Aren’t these the dearest little things — for putting
the money in when you play?” said Clarisse.
“But your Mamma never plays for money, does she?”
“Mamma! Oh, no. But I shall tell her that Santa
Claus insisted on putting in the little money boxes.”
“I suppose she believes in Santa Claus just as my
M amma does.”
“Oh, absolutely,” said Clarisse, and added. “What if
we play a little gam e?”
“All right,” agreed Ulvina, and in a few minutes they
were in a game of cards.
When all the members of the two families were again
89
in the drawing-room, of course, nobody said anything
about the presents.
Later on, far in the night, the person, or whatever
it is, called Santa Claus, took all the presents and placed
them In the people’s stockings.
And, being blind 5 as he has always been, he gave
the wrong things to the wrong people — in fact he gave
them just as said above.
Indeed, by ten o’clock Brown and Jones were playing
with the train, and Mrs Brown and Mrs Jones were
making doll’s clothes, and the boys were smoking ciga
rettes, and Clarisse and Ulvina were playing cards for
their pocket-money.
And so Christmas, just as it always does, turned out
all right after all.
(Adapted from. S. Leacock)
1 rail — рельс; 2 drawing-room ['droiip rum] — гостиная;

3 absence ['abssns] — отсутствие; 4 bridge set ['brid3'set] —
набор для игры в бридж; 5 blind [blaind] — слепой
4 2 . Read and answer the questions:

1. Why did the Browns and the Joneses get together on
the 24th of December?
2. What did the fathers discuss in the dining-room?
3. What were their wives doing in the drawing room at
that time?
4. What did the boys and the girls do upstairs?
5. What happened in the night on Christmas Eve?
6. Who believed in Santa Claus?
4 3 . Read and explain the following extract from the text:
Later on, far in the night, the person, or whatever

it is, called Santa Claus, took all the presents and placed
them in the people’s stockings.
90
And, being blind as he has always been, he gave
the wrong things to the wrong people — in fact, he gave
them just as said above.
44. Read and analyse the Gerundial Constructions (RG § 6, 64).

Translate the sentences:
The G erundial C onstru ctions
Excuse m y com in g so late.
There is no hope of V ictor’s g e ttin g the tickets.
1. Our m eetin g him was a pleasant surprise. 2. Are you

interested in your d a u g h ter’s en terin g the University?
3. He was angry for m y b ein g late. 4. I’m looking
forward to her co m in g on Sunday. 5. I’m thinking of
H elen ’s v is itin g the doctor. 6. I thanked my sister for
her b ein g so helpful.
▲ 4 5 .(a ) Read the text and say what you have learned from it.
A C ity in the Bush

The “bush *” for Australians is what is opposite to
“town”. The bush is a forest, a field, a m eadow '. A joke
says that there is a city in Australia called Sydney, and
all the rest around it is the bush.
A journalist who wanted to prepare a report about
Australia’s capital Canberra, planned to show the people
living there. However, he was unable to take a photograph
of a traditional street crowd in that city. The explanation2
is that there are no crowds of people in Canberra.
The city territory is 21 square kilometres, but one
hundred hectars are parks. In fact, Canberra is several
micro-districts or small towns separated by high-speed 3
roads and areas of unpopulated countryside. The whole
91
of “G reater Canberra” does not even have three hundred
thousand people. They live in one-storey4 houses and
drive their own cars. A few tall buildings in the centre
are for government and bussiness offices. The architecture
of the National Gallery of Arts and the National Library
is rather interesting.
On a fine Sunday when all shops are closed, even
a cyclist 5 is a rare 6 thing in the centre of the city. But
a kangaroo on a large meadow is not a rare thing. And
a piece of bread in your hand will make this animal your
friend.
1 meadow ['medou] — луг; 2 explanation Lekspls'neijn] —

объяснение; 3 high-speed ['hai 'spi:d] — скоростной; 4 one-
storey ['wAn'stoiri] — одноэтажный; 5 cyclist ['saiklist] — ве
лосипедист; 6 rare [Tea] — редкий
(b) Fill in prepositions and copy out the sentences:
1. He is true ... his word. 2. We fixed Saturday ... the

next meeting. 3. He is not suited ... teaching. 4. ...truth,
I hardly know him. 5. He has lost all his money ... cards.
6. He set himself a task to finish his work ... the end
... the month. 7. Stop ... the lights, please. 8. That jacket
sets well ... you.
(See the Key)
(c) Read and copy out the sentences underlining the Gerunds and
Gerundial Constructions:
1. I enjoy listening to music. 2. Youth play a big role

in strengthening peace in the whole world. 3. We are
interested in your taking part in the expedition. 4. Before
leaving Moscow I visited Red Square again. 5. She wrote
the letter without M other’s knowing it. 6. There is no
excuse for his doing such a thing. 7. What did you do
92
after Ann’s leaving school? 8. It’s no use asking Tom to
help us.
§6
4 6 . Read the text and say what you have learned from it.
C inem a in B ritain
In spite 1 of competition from television, cinema-going
is still a favourite pastime in Britain. People make a
h a b it2 of going to the cinema every week. This cinema-
going habit is the strongest among industrial workers
and stronger in the North of England and Scotland than
in the South.
In England the cinema is usually called “the pictures”.
The American name, “the movies” is sometimes used.
The first performance, or “showing”, as it is called, begins
about two o’clock in the afternoon, and the show goes
on from then until about half past ten. There is usually
one main film, a shorter one, a news film, some adver
tisements 3 and a “trailer4” telling about the film for the
next week.
In the past cinemas were more popular than they
are now. M any people used to go to the cinema two or
three times a week, but today people like to stay at
home to watch television, especially if it is cold and wet
outside. The prices of cinema seats outside London are
naturally lower than the prices in London. Cinemas in
England are usually larger and more comfortable than
theatres. Often there is a restaurant, so that it is possible
93
to spend a pleasant afternoon and evening there. Behind
the cinema screen 5 there is a stage, so that the building
can be used for concerts and other performances. In some
towns in Britain the cinemas are closed on Sundays.
There are about fifty cinemas in the west End in
London. And outside that area the two main cinema
companies, “ABC*” and “Odeon*”, have cinemas every
where. There are also many smaller cinemas and cinema
clubs. They show lots of comedies and long epic films.
Other cinemas show a large number of continental films
or films for young people. If you want to know which
films are on, there are many publications to help you.
Any daily newspaper will have a short list of films and
shows. One of the newspapers which is on sale 6 in the
middle of the day, gives the best list of films and the
time they begin.
Sometimes you want to see a film which is very
popular, but you cannot get to the cinema early to buy
tickets. Then you can buy them in most large stores and
hotels.
1 in spite of — несмотря на; 2 habit ['haebit] — привычка;

3 advertisement [ad'vadismont] — реклама, объявление;
4 trailer — анонс, реклама фильма (в кино); 5 screen —
экран; 6 sale — продажа
1. How often do people in Britain go to the cinema?

2. Why were cinemas more popular in the past?
3. What is the difference between cinemes and theatres
in England?
4. What films do cinemas in Britain show?
5. How can you find out which films are on?
6. Where can you buy tickets if you cannot get them
at the cinema?
94
7. What do you think about continuous programmes at
some cinemas in Britain?
4 8 . Read the text “The Error of Santa Claus” once again and act
(a) the parents’ conversation in the dining-room and in

the drawing-room;
(b) the children’s conversation.
4 9 . Make up situations in which the following expressions can be

used:
(1) to tell the truth;

(2) to go (be) upstairs (downstairs);
(3) to have fun;
(4) what if we (you);
(5) the same to you.
5 0 . Make your New Year’s resolution and tell the classmates

about it.
51. Read the text and say what facts you have learned from it:
Som e Facts A bout A u stralia

A ty p ica l A u stralian is a townsman. Only seven
per cent of the population live and work like farmers.
An Australian townsman dreams about life in the country,
but such dreams almost never come true. He can spend
time in the countryside only on Saturday or Sunday. And
he goes there by car with a caravan or a comfortable
tent. Yet the Australians like to think of themselves as
people who are close to nature.
S chools. M ost children in Australia go to district
schools. But about twenty thousand children live too far
from a district school. That is why they have to work
through correspondence courses until the end of the
secondary school stage. The children’s work is checked
95
by one or both parents and then posted to the capital.
In addition to the correspondence courses there are twelve
Schools of the Air, which cover twelve million square
miles. The children are linked 2 with each other and with
their teachers using a two-way radio. The teachers speak
to the children over the radio and the students listen,
write exercises and do homework. Over the radio they
and their parents can talk to the teachers. The students
send their exercise-books to their teachers, and they
correct them. In this way they can learn like children
who go to school in the towns of Australia.
Gam es and Sports. About six million Australians
are active in some kind of sport. Football is a very popular
sport and a lot of families spend Saturday watching a
match. Australians are very k e e n 3 on cricket. Games
like tennis and hockey are also very popular.
The Australian climate is suitable for activities like
swimming, surfing4 and sailing. Many Australian families
have boats, these can be small boats, large y a c h ts5,
fishing boats and expensive power boats. Most families
with a boat want to take part in the beginning of the
Sydney to Hobart (in Tasmania) yacht race. M any families
spend all weekend on their boats.
1 caravan ['kaersvaen] — жилой автоприцеп; 2 link — свя

зывать; 3 keen [ki:n] — страстно увлекающийся; 4 surfing
['sadig] — серфинг; 5 yacht [jot] — яхта
52. Read and give your own example of using the verbs with
Gerunds:
to start It has started raining.

to stop Stop talking!
to finish Have you finished doing your exercises yet?
to enjoy The girl enjoys watching television.
96
to mind Would you mind opening the window?
to like I don’t like going to the cinema.
to love She loved lying in the sun by the river.
to hate I hate working in the evening.
to keep (on) Why do you keep on looking at me like
that?
to consider Have you ever considered living in the
country?
5 3 . Make up short conversations using the verbs and word
combinations with Gerunds:
(1) to begin (6) it’s no good
(2) to congratulate (7) I can’t stand
(3) to dream (of) (8) to be interested (in)
(4) to go on (9) to be good (at)
(5) to put off (10) to have difficulty (in)
A 5 4 .(a) Read the text and say what you have learned about aboriginal
culture:
The A borigin al P op u lation in A ustralia

The aborigines who had their own rich culture, did
not welcome the white people who took their land. In
1788 there were about three hundred thousand aborigines
in Australia. For a long time they have been a dying
nation but now their living conditions are improving. The
aboriginal population lives in towns, in the mining 1 dis
tricts, on the cattle stations * and in other parts of
Australia.
The aborigines love music. They sing and play their
instruments and dance. When they dance they put colours
on their faces, arms and legs.
The aborigines say that the world is not round, it
is flat. They say that there are two worlds: the aboriginal
world in Australia and the sky world. The sun, the moon,
and star men live in the sky world.
4 Зак. 75 97
When a man dies, the aborigines say, his sp irit5
comes out of his body and gets into a boat. The boatman
takes the spirit to an island. This island is very far from
Australia. It is in the sky, higher than the sun, and there
are lots of camping places there. The dead man will see
all his dead friends there.
The aborigines know a lot of very old stories. They
are like the old Greek and Scandinavian myths.
1 mine — добывать (руду и т. п.); 2 spirit ['spirit] — дух

1. He never thinks ... helping anyone. 2. That night he
dreamed ... his childhood. 3. He spent a week ... the
camp near the Volga. 4. Have you posted the birthday
card ... your grandmother? 5. ... addition, he said that
he did not like our idea ... staying at home. 6. He took
part ... the discussion ... our plans ... the winter holidays.
7. He lives far ... his school and has to take a bus to
get there. 8. What dress will be suitable ... this weather?
(c) Read and copy out the sentences writing down after each word
ending in -ing if it is a Noun, a Participle or a Gerund:
1. I’ll do the shopping when I have finished cleaning the
flat. 2. Listening is very important when you are learning
a foreign language. 3. The train will be leaving at 6 p. m.
4. You won’t have any difficulty in getting a ticket for
the concert. 5. “Every time I go shopping prices have
gone up,” she said. “I find it difficult to make ends m eet.”
6. The fighting in the streets went on the whole day.
7. She was given the task of helping her younger school
mates. 8. I think children should stop watching television
so much.
iQQl (d) Do the exercises of Task 14.
98
5 5 . Read and check yourself:
An A b sen t-m in d ed M an
Mrs Pratt drove to see her mother, leaving her
husband to follow with the baby and the baby’s change
of clothing. At eleven o’clock Pratt set out with the
perambulator ‘.
“I am sure I have forgotten something,” said Pratt
to himself.
“Flannel, pettico at2, bibs 3, socks — no, it isn’t that.
There is something missing,— now let us start at the
baby’s head and work downwards: b o n n et4, bib, flannel,
petticoat, socks...”
Even that method couldn’t help him. Pratt travelled
upwards from socks to bonnet; then went through a day
in baby’s life from morning till night — still no result.
He was slowly moving on when he met one of his
friends, Stillkins.
“Look here, Stillkins, think over your family and tell
me what babies wear.”
“I think your head wants some fresh air,” said
Stillkins.
“You see,” said Pratt, “I’m taking the baby to his
mother and I have forgotten one of his things,— remind
me what it is.”
Stillkins at once said: “Bibs?”
“No, I have thought about them a lot of tim es.”
“Collars? Socks? Handkerchiefs?”
“No, it isn’t th at,” said Pratt.
Stillkins tried to guess again, but with no results.
He was so interested in the problem that he forgot his
own business and walked on with Pratt. Soon young
Mowitt crossed the road.
“Three heads are better than two. I say, Mowitt, I
4* 99
have forgotten something belonging to the baby. Can’t
you tell me what it is?”
“Bibs,” said Mowitt.
Mowitt, too, became interested and joined the pro
cession.
The father walked slower and slower as he came
near the grandmother’s house with a number of people
trying to guess what the forgotten thing was.
At last Pratt stopped the perambulator at the house.
Mrs Pratt and her mother ran out to take the child.
Suddenly Mrs Pratt looked at her husband.
“I know I have forgotten something, Lizzie,” he said,
“I have tried to remember but...”
“You idiot,” shouted Mrs Pratt. “Where is the baby?”
(Adapted from J. К Jerome)
1 perambulator [pa'raembjuleita] — детская коляска;

2 petticoat ['petikout] — детская юбочка; 3 bib — детский
нагрудник; 4 bonnet ['bonit] — чепчик; 5 collar ['kola] —
воротничок; 6 handkerchief ['haerjkatfif] — носовой платок
action n good n sad a

bit n had better set n, v
card n hurry v shake v
condition n lend v shock n, v
disappoint v light n, v, a step n, v
dream n, v mark v suit v
drive v neighbour n sweet a
drop n, v notice n, v true a
expensive a object v truth n
fellow n once adv turn n, v
fill v perhaps v twice adv
fix v power n voice ti, v
would rather
100
Вы должны уметь:
р а с с к а з ы в а т ь , как отдыхали и как провели летние
каникулы, а также о событиях, происходящих дома
и в школе, об увиденном, услышанном, о содержании
страноведческих текстов;
с о о б щ а т ь о б у ч е б е в 11-м классе, о событиях в
семье и в школе, о планах на будущее и о выборе
профессии;
о п и с ы в а т ь ш к о л ь н у ю жи з н ь , а также ситуа
ции, связанные с тематикой предыдущих лет обу
чения;
о б с у ж д а т ь п р о б л е м ы , связанные с жизнью в
семье и в школе, события в культурной жизни, а
‘ также увиденное и прочитанное;
р а с с п р а ш и в а т ь о летнем отдыхе и летних кани
кулах, о развлечениях и времяпровождении, об учебе
и планах на будущее;
б е с е д о в а т ь по темам бытового и общественного
характера, освоенным в предыдущие годы обучения;
п о н и м а т ь все это в речи собеседников, а также
понимать сообщения и краткие тексты в изложении
учителя;
п о н и м а т ь и о б о б щ а т ь употребление в речи ге
рундия и герундиальных оборотов;
ч и т а т ь и п о н и м а т ь усвоенные устно слова и
выражения;
п о н и м а т ь при ч т е н и и слова, образованные с
помощью суффиксов -ous, -ive, -еп, -апсе (-епсе),
-ant (-ent), -ish;
п о н и м а т ь пр и ч т е н и и слова, образованные с
помощью конверсии, суффиксов, приставок, после
логов, а также сложные слова и словосочетания,
используемые в качестве определений;
101
д о г а д ы в а т ь с я при ч т е н и и о значении интер
национальных слов;
ч и т а т ь в с л у х и п о н и м а т ь литературные, а так
же тематические тексты и диалоги, построенные на
усвоенном языковом материале;
ч и т а т ь про с е б я и п о н и м а т ь страноведческие
тексты о Канаде и Австралии, короткие рассказы и
отрывки из произведений канадских, американских
и австралийских авторов, прибегая в случае необхо
димости к словарю.
Unit 3
§1
1. Ask your deskmate questions about his (her) winter holidays;
tell him (her) about your impressions of the holidays. Speak
about your winter holidays and the New Year celebrations
using the following 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 fail 1 to do of what youhad plannedto?
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 эк

замене)
2. Do the tasks:
1. Recall what your native place looked like on New
Year’s Eve and describe it.
2. Discuss with your classmates the programme of the
New Year party at your school.
3. Ask your friend questions about his (her) winter va
cation.
3. Read and speak about your future examinations:
E x a m in a tio n s Are C om ing

“The school year won’t be over in a long time yet,
and our teachers never stop talking about examination time.”
103
“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 exam 1 well you must know all the main
things very well. So it seems to me that now it is time
to revise 2 the old material.”
“W e’ll be given revision 3 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 lucky 4 to have a father who knows chem
istry. But exams are a lottery, some people say. You can
draw 5 either a ‘lucky’ or an ‘unlucky’ card 6 at an exam.”
“Oh, I don’t agree with that. If you know the subject
well all the cards will be ‘lucky’ and afterwards 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 [п\чзп] — повто
рение; 4 lucky — счастливый, удачный; 5 to draw [dro:] —
тащить, тянуть; 6 card — билет (экзаменационный)
4. Read the text and say what else you have read or heard (seen
on TV) about New Zealand:
“The L ong W hite Cloud"

What is the name of the country which has volcanoes
and rivers of ice?
It is New Zealand, called the Land of the Long White
Clouds by the aborigines. New Zealand is an island
country. Most of its people live in North Island, and that
is where you find the big volcanoes and geysers.
South Island is larger than North Island and has the
104
Mountains and hills, along with fiords, glaciers 1 and
lakes, and the coastal plains form New Zealand’s landscape.
highest mountains. South Island is very beautiful with

its mountains, and lakes, and fiords.
So you can see there is a lot to look at in New
Zealand. There is a lot of things to do for a rich tourist,
because New Zealand is also famous for its fishing, snow
sports and hiking.
The climate is pleasant in all seasons, without much
difference between winter and summer.
What do the people do? They farm, mostly. The main
exports are dairy produce2, meat and wool. There are
many factories there too.
North Island is where you find the Maoris *, the fine
people who lived on these islands hundreds of years before
the white man came.
1 glacier ['glasja] — ледник, глетчер; 2 dairy produce ['deari

'pradju:s] — молочные продукты
5. Read and speak about your examinations using the questions

as a plan:
1. What exams are you going to have at the end of the
year?
105
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. What 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?
6 . Read and use in situations:

p articu lar [pa'tikjula]: I need that particular book. I
read the article with particular interest. I meant nobody
in particular. Don’t go into particulars,
secret ['si:kritj: We have no secrets from one another.
Can you keep a secret? I was told this in secret. He
made no secret of his feelings,
in d eed [in'di:d]: Thank you very much indeed. I’m very
glad indeed. It’s very kind of you indeed,
size [saiz]: He is about your size. What size are you?
What size do you take? I take size 43 shoes,
in crease [in'krirs] v, ['ir)kri:s] n: Try to increase your
knowledge. Our difficulties are increasing. The popu
lation showed an increase of 10 per cent,
sign [sain]: She signed her name to the document. He
gave me a signed photo of himself. The sign on the
door said “Closed for the day”. He made a sign that
he agreed with us.
bear [Ьеэ] (bore, borne): The apple tree did not bear
last year. I can’t bear her. He was born in 1990 in
Saratov.
crow d [kraud]: A crowd soon gathered. The child got
lost in the crowd. The bus was crowded.
7. Read and analyse the Participle (See RG § 6, 65).

106
The P articip le
The P resen t P articip le (P a rticip le I)
I He is watching TV at the moment.

II It was snowing the whole day.
III Standing on the bridge he watched boats going up
and down the river.
The P ast P articip le (P a rticip le II)
I I haven’t seen him recently.

II He has gone home by that time.
III She is liked by all children.
IV The house was built in 1975.
V The new hotel will be opened next year.
VI He hasn’t been invited to the party.
VII She showed him reproductions bought at the art
gallery.
8. Read the sentences and say what kinds of Participles (Past

or Present) are used.
1. Is this seat taken? 2. Seeing that he was late he took

a taxi. 3. Watches and cameras made in Russia are very
popular abroad. 4. What is this instrum ent used
for? 5. Taking the child by the hand she hurried to
the kindergarten. 6. The man standing at the door
helped the old woman to get off the trolleybus. 7. The
delegation answered all the questions asked by foreign
correspondents. 8. Ann wasn’t offered the job. 9. The
weather was awful. I wish it had been warmer. 10. We
were going to travel by train but then we changed our
plans.
107
A 9.(a) Read the text using the References. Write down a plan of
the text. Look at the map and describe New Zealand according
to your plan:
N ew Z ealand
Part I
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 Stewart Island *, and also many
small islands.
New Zealand is a mountainous 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 Islahd.
The mountains in
North Island are not so
high and are mostly forest-
covered. The central part
of North Island is a high
volcanic plateau. There are
many lakes in this part of
the island. New Zealand’s
rivers are short.
The climate in New
Zealand is warm and the
greater part of the country
is well watered. The north
of North Island is
subtropical 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.
108
M ost of North Island and the south-west of South
Island have good forests of evergreen trees and large
areas are rich grasslands.
New Zealand has very few native 1 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
1. She told her best friend the news in 2. The library

... .
has ... its collection of books. 3. His ... hobby was

collecting stamps. 4. I never speak to him, ... , why
should I? 5. The coat is a ... too big for me. 6. Last
year the apple trees ... fruit very well. 7. We tried to
make our way through the ... in the square. 8. A black
cat is said to be an unlucky ... .
(See the Key)
(c) Put in Present Participle and Past Participle and copy out the
sentences:
1. I have ... my hand ... tennis, (to hurt, to play) 2. The

old man was ... along the street, (to walk) 3. We stayed
on the playground ... and ... . (to run, to play) 4. The
bread ... in the morning is still fresh, (to bring) 5. That
was the most difficult question ... at the examina
tion. (to give) 6. Have you ... your work yet? (to do)
7. The teacher was in the classroom ... our ... work, (to
correct, to write) 8. Has the date of our meeting ...? (to
change)

109
§2
10. Read the text. This is how Mark Twain described the weather
in Washington, D.C. Describe the weather on an early spring
day.
“When you arrived, it was snowing. When you reached

the hotel, it was sleetin g '. When you went to bed, it
was raining. During the night it froze2 hard and the
wind blew some chimneys 3 down. When you got up in
the morning, it was foggy4. When you finished your
breakfast at ten o’clock and went out, the sunshine was
brilliant, the weather delicious5, and the mud 6 deep.”
1 sleet — дождь со снегом, мокрый снег; 2 freeze (froze,

frozen) — замерзать; 3 chimney ['tfimni] — труба, дымоход;
4 fo&gy — туманный; 5 delicious [di'lijas] — восхититель
ный, прелестный; 6 mud — грязь
11. Read the weather forecasts and do the tasks:
A. Cold with heavy snow. Outlook for tomorrow:

Maximum temperature - cloudy in places with snow
5 °C (degrees Centigrade) *. at times. Winds light and
No wind. temperature about 0 °C.
B. Mainly cloudy; changeable Outlook for tomorrow: the

with bright intervals. Mostly weather will be dry and
rainy with temperatures of sunny with strong north
+ 20 °C. winds. Temperature will be
falling to + 15 °C.
1. Discuss the weather you are going to have. Tell the

class if the weather is agreeable for your plans and why.
2. Say what you usually do in this weather and what
you usually put on if you go out in this kind of
weather.
110
3. Ask your classmates what their favourite seasons are
and why.
4. Describe what weather you have in your place in the
different seasons of the year.
1 b elow [bi'lou] (a b o v e) zero — ниже (выше) нуля; d egrees

[di'gri:z] C entigrade ['sentigreid] — градусы по Цельсию
12. Read the article from the USA Today once and say what main
facts it contains:
An arctic blast attacked the be below normal from Sunday

central USA and sent tempera through Thursday, the National
tures down, closed roads and Weather Service predicts 2
schools, and led to a number of Dangerously cold weather
accidents. went across much of Nebraska,
And more cold air is on the eastern Wyoming, the Dakotas
way from Canada. "It’s the coldest and Minnesota, where 50-mph
so far this season," said Larry winds made it feel as cold as 60
Mack, a meteorologist with degrees below zero.
Weather Seryices Corp. The arctic blast from the north
While it’s too early in the sea will move slowly eastward, "so by
son to tell if any cold-weather the end of the workweek even the
records will fall, temperatures East Coast is going to be quite
across the USA’s midsection will chilly 3,” Mack said.
1 b la st [blast] — порывистый ветер; 2 p red ict [pri'dikt] —

предсказывать; 3c h illy ['tjili] — холодный, прохладный
1. If you want to enjoy the arts you must know and

understand them.
What must young people do to understand and enjoy
the arts?
(To read books about the arts; to take an active
part in amateur art activities; to study folk music;
111
to learn songs, dances; to become a student of a
people’s university of culture.)
14. Read the story and say what you think about it. Note the
pronunciation of the names: Lautisse [io:'tis]; Monsieur Roland
[ma'sjo: 'roulond]; Riviera [,rivi'eara], Betsy f'betsi], Gerston
['goistan], Palmer ['pculmo], Gregg [greg].
One Coat of W h ite

We were on the Queen Elizabeth, coming back from
our first trip to Europe.
He introduced himself as Monsieur Roland and then
he began asking me some questions about myself and
my business. We sat there talking, and finally 1 he asked
me if I could keep a secret and said: “I am Lautisse.”
I told Betsy all about it, so after lunch we went up
and talked to the ship’s librarian, asked him a few
questions. And then we found out that my new friend
was probably 2 the world’s best living painter. He suddenly
stopped painting at fifty-three and lived on the Riviera.
He hadn’t painted anything in a dozen years and was
heard to say he would never touch another brush as long
as he lived.
Well, we got to be real friends. He planned to spend
a month in New York, and it was Betsy who invited him
to come up to our place for a weekend.
Lautisse arrived on the noon train Saturday and I
met him at the station. Driving out from the station I
asked him if he wanted to do anything in particular, and
he said he just wanted to sit and rest.
So we sat around all afternoon and talked.
I was up at seven-thirty the next morning and when
I was having breakfast I remembered a job I had to do.
Our vegetable garden has a white p ick et4 fence 5 which
I built with my own hands five years ago. And now that
112
it needed a coat of paint, I wanted to do the job. I got
out a bucket 6 half full of white paint, and a brush and
an old kitchen chair. I was sitting on the chair when I
heard footsteps and there stood Lautisse. I said I had
been getting ready to paint the garden fence but now
that' he was up, I’d stop it. He protested — I should go
on with it. He took the brush from my hand and said,
“First, I show you!”
He had finished half a dozen pickets when Betsy
cried from the kitchen door that his breakfast was ready.
“No, no!” he said. “No breakfast,— I will paint the
fence.”
I argued with him but he wouldn’t even look up
from his work so I went into the house and told Betsy:
“If I don’t do something to stop him, he’s going to finish
the whole fence!”
Betsy laughed at me. “Let him paint it!” she said.
“H e’s having a good tim e.”
I went back to the Sunday papers but every now
and then I’d get up and go out and watch him for a
minute or two. He spent three hours at it and finished
the fence, all four sections of it. And he was happy.
Some time during the afternoon he asked me if we
had ever heard of Gerston, the sculptor. We had heard
of him, of course, and I got Gerston on the telephone
for him, but he talked in French, and I have no idea
what the conversation was about.
He went back to town on the 9.03 that evening and
at the station shook my hand and said I was a fine fellow
and that he hadn’t enjoyed himself so much in years.
We didn’t hear anything from him or about him for
ten days and then the story broke in New York papers.
One day a reporter from one of the papers arrived at
our place while I was off, and Betsy showed them the
113
place. They wanted to know every detail, and Betsy told
them, of course, about the garden fence. The next morning
the paper had quite a story and the headline 7 said:
L au tisse P a in ts A gain
On the same day three men came to my place from

different art galleries and offered three and four thousand
dollars for the fence.
The next few days there were telephone calls from
many cities. At least another dozen art galleries and
museums sent people. By the end of the second day I
was offered twenty-five thousand. The next day fifty.
Then on the fourth day Gerston came in — Gerston,
the sculptor.
“I’ve been having so much fun reading about your
fence,” he said, “that I simply had to come over and
visit you. Decided what you are going to do about it?”
And he said that I should not sell the fence yet — and
advised me to allow the Palmer M useum in New York
to exhibit it for a few weeks.
He said that the gallery people were interested in
the fence because Lautisse had never, in his active years,
used a bit of white paint.
The museum people came up, took the fence to New
York and set it up in a big room at the Palmer Museum.
Two days later the room was open to the public, and I
went down myself to have a look. Hundreds of people
crowded into that museum, and I couldn’t keep from
laughing when I saw my fence — it had a fence around it.
Gerston reported from New York that each day the
crowds increased in size. The exhibition ended on Saturday
and he phoned that day and asked me if I would come
in and meet him at the museum on Sunday. When I
met him he said:
114
“You may get a shock in the next few minutes, Gregg.”
He led me to the room where my fence had been
exhibited, and I got a shock when I walked in. The fence
was broken into sections, and the sections were standing
around the walls of the big room.
“Pease notice that each section is square,” said
Gerston. “Altogether there are thirty sections. Now come
along and let me show you something.”
He walked up to one of the fence sections.
“Have a look,” he said.
I looked at it, and there was a word in black paint
at the lower corner. It took me a few seconds to recognize 8
it. It bore the name of Lautisse.
“Every one of the thirty sections,” said Gerston, “has
the name of Lautisse.”
“B u t... but I don’t get it!” I exclaimed. “W h y ...
w h a t... where is he?”
“Lautisse sailed for home early this morning,” said
Gerston. “But last night he came over here and signed
each of the thirty sections. Now you’ve really got some
thing to sell.” And indeed with Gerston’s help, twenty-nine
of the thirty sections were sold within a month’s time
and the price was $ 10,000. I didn’t want to sell the
thirtieth section and it’s hanging now in our living-room.
( A d a p t e d from H. A. S m i t h )
1 finally ['fainoli] —в конце концов; 2 probably ['probobli] —

вероятно; 3 dozen ['dAzn] — дюжина; 4 picket ['pikit] — кол;
5 fence [fens] — забор, ограда, изгородь; 6 bucket ['bAkit] —
ведро; 7 headline ['hedlain] — заголовок; 8 recognize
[Tekagnaiz] — узнавать, распознавать
1. When did Gregg and his wife meet Lautisse?

2. Why had Lautisse stopped painting?
115
3. How did they make friends?
4. How did Lautisse spend the weekend?
5. Why was Lautisse happy?
6. What did Gregg read in the newspaper?
7. What did Gerston advised him to do?
8. Why was the fence exhibited at the Palmer Museum?
9. Why was Gregg shocked?
10. What did he do with the sections of the fence?
16. Read, compare and analyse (See RG § 6, 66):
P resen t He was sittin g in an armchair reading

P articip le a newspaper.
When a boy, he was fond of rea d in g
G erund
books about travels.
The rea d in g of the article took him
N oun
only a few minutes.
17. Read the sentences, translate them and say which words ending
in -ing are Present Participles:
1. When I entered the room the people there stopped

talking. 2. He was 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. 7. The speaker pointed to the positive
effect of the ending of the conflict. 8. Ending his letter
he sent his best wishes to his schoolmates. 9. After
meeting the delegation at the airport they went all together
to Moscow University. 10. Our country holds a leading
position in many spheres of knowledge.
A 18.(a) Read the text using the References. Write down a plan
of the text. Look at the map and describe New Zealand
according to your plan:
116
N ew Z e a la n d
Part II
New Zealand’s natural resources are not rich —
timber \ 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 industrial 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
resemble 3 very much those of England, especially Christ
church. Dunedin is more like Edinburgh, the capital of
Scotland. New Zealand is sometimes called “The Britain
of the Pacific”.
W e llin g to n , the c a p i ta l o f N e w Z e a l a n d , w ith its in d u s tr ia l

a re a h a s m ore than 20 0 ,0 0 0 in h a b ita n ts. The c i t y looks v e r y
much like citie s o f E n g la n d .
117
New Zealand’s climate, with rainfalls all the year
round, is very favourable for sheep-farming and
cattle-farming, as well as growing fruit, vegetables and
flowers.
1 timber ['timba] — строевой лес; 2 iron ore ['aian'o:] —

железная руда; 3 to resemble [ri'zembl] — иметь сходство
1. The streets and squares were crowded ... people. 2. He

made a sign ... her that he wanted to leave. 3. She kept
the news ... secret. 4. I remember one ... the holidays ...
particular. 5. There is an increase ... the number ...
school-leavers wishing to enter the university. 6. What
is the size ... that dress? 7. Keep the medicine away ...
small children. 8. They sold the house ... a very high
price.
(See the Key)
(c) Read and copy out the sentences writing after each word ending
in -ing if it is a Noun, a Gerund or a Participle:
1. He is getting higher education without leaving his job.

2. They took part in the second meeting of the commission
for industry. 3. The committee sitting in May made an
analysis of the present world situation. 4. There are
children’s drawings hanging on the walls of our school.
5. Reading is his favourite pastime. 6. He was lying on
the bed reading a book. 7. Skiing is very popular with
schoolchildren in our region. 8. I can’t help laughing
listening to his funny stories.
(d) Do the exercises of Task 16.

§3
19. Read and do the tasks:
1. Describe how your preparations for the school-leaving

examinations 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 classmates 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 a university or institute; if
they are going to start working and take preparatory
courses, or train for their future occupation at a
technical school.
2 0 . Read and say:
Proverb: ART IS LONG, LIFE IS SHORT.
Human life is short. There is so much art to learn

and so little time to learn it in.
Speak about the role of art in your self-education.
Say what works of art have impressed you greatly.
Describe your visit to an art exhibition or a museum
and tell the class about your impressions.
21. Read the text and retell the biography of Turner, the great
English painter. Note the pronunciation of the names: Joseph
Mallord William Turner ['d30uzif 'maelad 'wiljam 'tamo],
Devonshire f'devanja], Middlesex ['midlseks], Oxford ['oksfad],
Bristol ['bristl], Wales [weilz], Yorkshire ['jo:kJa], Scotland
['skotland], France [frans], Germany ['d3a:mani], Switzerland
['switsaland], Italy ['itali], Cornwall ['komwa:!].
119
Joseph M allord W illiam Turner
(1 7 7 5 -1 8 5 1 )
J. M. W. Turner, a great roman
tic English landscape 1 painter, was
born in Devonshire, but when he was
ten years old he went to live with
his uncle in Middlesex, where he
began to attend school. Very soon
he began to take an interest'in draw
ing, and during the summer holidays
he would hike around his native
Devonshire, painting and drawing. Some of his drawings
are dated 1787, when he was only 12 years of age. He
visited Oxford in 1789, Bristol in 1791, and Wales in
1792. His sketch-books 2, filled with drawings to be worked
up later into water-colours 3 are preserved 4 in the British
Museum.
In 1796 he began to exhibit o il5 paintings as well
as water-colours at the Royal Academy. The first, “Fish
ermen at Sea”, is now in the Tate Gallery.
After going to Yorkshire in 1797, to the Lake District
in 1798 and to Scotland in 1801, he made long tours of
France, Germany, Switzerland, Italy. But he never lost
his interest in his own country, and made many visits
to Wales, Devonshire and Cornwall, finding there many
subjects for sketches and paintings.
Turner was above all a landscape painter, and in
landscapes he was interested mainly in light and colour
effects. One of his famous paintings is even called “Light
and Colour”. His work was highly praised6 by many
great critics.
Turner died in London in 1851 and was buried in
St. Paul’s Cathedral. His pictures and drawings became
the property 7 of the nation.
120
1 la n d scap e ['laenskeip] — ландшафт, пейзаж; 2 sk e tc h
book ['sketjbuk] — альбом для зарисовок, этюдов; 3 w a te r
colou r — акварель; 4 preserve [pri'zoiv] — сохранять, хра
нить; 5 oil — масло, масляная краска; 6 praise [preiz] —
хвалить; 7 property ['propati] — собственность
(1) to keep secret;

(2) to find out;
(3) in particular;
(4) indeed;
(5) every now and then.
23. Imagine and describe Lautisse’s visit to the Palmer Museum

and his conversation with Mr Gerston.
alth o u g h [э:Гбои], th ou gh [бои]: He came, although

he was two hours late. Though he is small he is very
strong. He is a good worker though,
share [Jea]: I share a room with my brother. We all
shared everything. He has got the lion’s share,
cu t [kAt] (cut, cut): Please, cut me a piece of bread.
I’ve cut my hand and it hurts. Go and get your hair
cut. Don’t cut your lessons,
n o ise [noiz]: I heard a noise outside the window. The
children made an awful noise in the yard,
an gry ['aerjgri]: Her words made me angry. He was
angry with his brother for breaking his model plane.
She gave him an angry look,
rub [глЬ]: The child has hurt his leg and now he is
rubbing it. The cat rubbed itself against the table,
m arry ['maeri]: She is married to my elder brother. She
married at a young age. He married her for love.
121
sure [J’ua]: I’m sure you’ll like the play. She is sure to
be at the party. I made sure that he would be there
in time. I don’t know it for sure.
P ast You can get the book recom m ended

P articip le by our teacher in the library.
P ast The teacher recom m ended to read this
In d e fin ite book.
26 . Read the sentences, translate them and say which words ending
in -ed are Past Participles:
1. The programme included a number of Russian folk

songs. 2. When asked the way to the bus station the
man answered that he did not know. 3. He addressed
the foreign delegations with warm greetings. 4. There
is a letter addressed to you on the shelf. 5. Put the
washed dishes in the cupboard. 6. We invited our
parents to the school concert. 7. I have invited her to
my birthday party. 8. I was invited to the exhibition of
children’s drawings. 9. They discussed where to go on
holidays. 10. The problem discussed at the sitting was
very difficult.
A 27.(a) Read the text using the References, write what new facts
you have learned from the text:
N ew Zealand
Part III
The population of New Zealand is over three million
people, more than two thirds of whom live in North
Island. About 50 percent live in the four cities of Auckland,
Wellington, Christchurch, and Dunedin.
122
The Maori * people make up eight per cent of the
to ta l1 New Zealand population. The Maoris are famous
for their folk songs, music and dances, they are very
skilled in woodwork.
The position of the Maori people today is not yet
eq u al2 to that of the white people. The level3 of education,
for example, is still higher, among the white New
Zealanders than among the Maori population. For
many years the Maori people have been fighting for their
rights.
New Zealand is a self-governing state and a member
of the Commonwealth. The Governor-General represents
the King or Queen of England. The Parliament of the
country consists of one house only, the House of
Representatives. The Prime Minister heads the cabinet *.
The main political parties are the Labour Party * and
the National Party of New Zealand *.
1 total ['toutl] — весь, целый, полный; 2 equal ['i:kwal] —

одинаковый, равный; 3 level ['levl] — уровень
1. He says he’ll come but I’m not so ... . 2. You must

take your ... of the housework. 3. If we don’t ... w e’ll
miss the train. 4. The ... of the electric trains made it
difficult to sleep. 5. Why are you so ...? I haven’t done
anything wrong. 6. The cold wind ... through her thin
coat. 7. He came to help us ... he was very tired. 8. He ...
his daughter to a rich businessman, but she was not
happy.
(See the Key)
(c) Read and copy out the sentences underlining the Past Participles:
1. The book taken out from the library was very

123
interesting. 2. Have you taken your umbrella? 3. His
parents bought a new house built two years ago. 4. Have
you seen the hat bought by my sister? 5. They found
the little children lost in the forest. 6. The hikers lost
their way in the darkness. 7. He was a well-educated
man. 8. A large tree broken by the wind lay across the
road.
m (d) Do the exercises of Task 17.
§4
28. Describe the geographical situation of Russia according to the
plan:
(a) territory;
(b) mountains;
(c) seas and rivers.
Use some geographical names:

the Urals ['juorolz] the Volga ['volgg]
the Caucasus ['ko:k9S9s] the Don [don]
the Pamir [рэ'гшэ] the Neva ['neivg]
the Altai [aTtai] the Dnieper ['dni:po]
the Barents ['baeronts] Sea the Irtysh [ir'tij]
the Baltic ['bo:ltik] Sea the Ob [эЬ]
the Caspian ['kaespjon] Sea the Yenisei [jeni'sei]
the Azov ['eizDv] the Lena [Четэ]
the Amur [си'тиэ]
the Arctic Ocean ['cuktik 'oujn]
the Pacific Ocean [po'sifik 'oujn]
29. Say what landscapes you can see while travelling through our
country from the south to the north.
124
Use the words:
the steppe [step] — степь pine-tree ['paintri:] — сосна
the taiga ['taiga*] — тайга fir-tree ['fa:tri:] — ель
the tundra ['Undro] — тундра bog [Ьэд] — болото
birch [bo:tJ] — береза valley ['vaeli] — долина
oak-tree ['ouktri:] — дуб hill [hil] — холм, гора
3 0 . Read and ask questions:
One of your classmates has been to Moscow and all the

other students ask him (her) questions about the places
of interest in the capital and his (her) impressions of the
city.
31. Read and do the task:
A foreigner asks you and your friends to tell him (her)

of different places in Russia famous for their beauty. The
students choose places of their liking, describe them and
explain why they prefer those particular places.
32. Read and do:

St. Valentine’s Day, February 14, is a little festival
in honour of St. Valentine, the patron 1 of people in love.
It is widely celebrated in Britain and the USA among
people of all ages by exchange of “valentines”. A “val
entine” may be a special greeting card or a little present.
The greeting cards are often humorously written and have
pictures of hearts 2.
Make a “valentine” and send it to the one you like.
1 patron ['peitran] — покровитель; 2 heart [had] — сердце
3 3 . Read the text and tell the class about your impression of the
story. Note the pronunciation of the names: Martha Meacham
['та:0э 'mktjarn], Blumberger ['ЫлтЬэдэ].
125
W itch es’ 1 Loaves 2
Miss M artha Meacham kept a small bakery 3. Miss
M artha was forty, she had two thousand dollars in a
bank, two false4 teeth and a kind heart. Although she
was still unmarried she hoped to get married some time.
Two or three times a week a man came into her
shop to buy bread, and very soon she began to take an
interest in him. He was a middle-aged man, and he wore
glasses. His clothes were poor, but clean, and he had
very good manners.
He always bought two loaves of stale 5 bread. Fresh
bread was five cents a loaf. Stale loaves were two for
five cents. He never bought anything but stale bread.
Once Miss M artha saw red and brown stains 6 on
his hands. She was sure that he was an artist and very
poor. Of course, he' lived in a little cold room where he
painted his pictures, and ate stale bread, and thought of
good things in Miss M artha’s bakery. Often when Miss
M artha sat down to eat her good dinner, she thought
about the poor artist and felt sorry for him. She wanted
to share all the good things she had with the well-mannered
man. Miss M artha had a very kind heart.
In order to find out his profession, she brought from
her room one day a painting that she had once bought
and put it against the shelves. It was an Italian painting.
A beautiful palace stood near a lake. Miss Martha was
sure that an artist would notice it.
Two days later the man came into the shop.
“Two loaves of stale bread, if you please. You have
a fine picture here, madam,” he said while she was
getting the bread.
“Yes?” said Miss Martha. “I love art and” (she could
not say ‘artists’) and painting,” she added. “Do you think
it is a good picture?”
126
“The palace,” said the man, “is not in good drawing.
The perspective of it is not true. Good morning, madam.”
He took his bread and hurried out.
Yes, he must be an artist. Miss M artha took the
picture back to her room.
How kind his eyes were behind his glasses! How clever
he was! To be an artist — and to live on stale bread!
Often now when he came, he talked for some time
with Miss M artha. She began to wear her best blue silk
blouse almost every day. And he continued buying stale
bread, never anything else.
One day the man came as usual, and asked for his
stale loaves. While Miss Martha was getting them, there
was a great noise in the street, and the man hurried to the
door to look. Suddenly Miss Martha had a bright idea.
On the shelf behind her was some fresh butter. With
a bread knife Miss M artha made a deep cut in each of
the stale loaves, and put a big piece of butter there.
When the man turned to her, she was putting the loaves
into a paper bag.
When he had gone after a pleasant little talk, Miss
M artha smiled to herself, and her heart beat very fast.
For a long time that day she could not think of anything
else.
Suddenly the front door bell rang loudly. Somebody
was coming in, making very much noise. Miss M artha
hurried into the shop. Two men were there. One was a
young man — a man she had never seen before. The
other man was her artist. His face was very red, his hat
was on the back of his head, his hair was falling all over
his face.
“Fool!” he shouted very loudly.
The young man tried to draw him away.
“I shall not go,” he said angrily, “before I tell her.”
127
“You have spoiled my work,” he cried.
“I will tell you. You are a stupid 8 old cat!”
Miss M artha stood back against the shelves and laid
one hand to her heart. The young man took his companion
by the arm.
“Come on,” he said, “you have said enough.”
He drew the angry man out into the street, and then
came back.
“I think I must tell you, m a’am ,” he said, “why he
is so angry. That is Blumberger. He is a draughtsman 9.
I work in the same office with him.”
“He worked very hard for three months drawing a
plan for a new City Hall. It was a prize competition. He
finished it yesterday. You know, a draughtsman always
makes his drawing in pencil first. When it is finished he
rubs out the pencil lines with stale bread.”
“Blumberger always bought the bread here. Well,
today — well, you know, m a’am, that butter isn’t —well,
Blumberger’s plan isn’t good for anything now.”
Miss M artha went into the back room. She took off
the blue silk blouse and put on the old brown one she
had worn before.
1 witch — ведьма; 2 loaf [louf] pi. loaves [louvz] — каравай,

буханка; 3 bakery ['beikari] — булочная; 4 false [foils] —
фальшивый, искусственный; 5 stale — черствый; 6 stain —
пятно; 7 knife [naif] — нож; 8 stupid ['stjuipid] — глупый,
тупой; 10 draughtsman ['draftsman] — чертежник, констру
ктор
1. How did Miss M artha meet Mr Blumberger?

2. Why did Miss M artha put some butter into the stale
bread?
128
3. Did the man see Miss M artha putting the butter
into the bread?
4. What did Miss Martha think after the man had gone?
5. What happened in the office?
6. Who explained the things to Miss M artha?
35. Read the sentences and say which of them have Present and
Past Participles:
1. I shall never forget books read in the childhood.

2. Excuse my troubling you so often.
3. He left the room without a word.
4. The article published in the magazine was written
by a well-known critic.
5. Are you fond of reading?
6. I enjoyed the singing of those beautifulfolk songs.
7. Being a great book-lover, he spends a lot of money
on books.
8. Do you mind my using your textbook?
9. On coming home he immediately rang her up.
10. We spent three weeks in the country.
A 3 6 .(a) Read the text and say what you have learned from it.
The C ity of W ellin g to n

Wellington has been the capital of New Zealand since
1865, and is one of its busiest ports. It is situated at
the southern end of North Island. It lies among hills on
the western side of a natural harbour '.
The Maori name for Wellington Harbour means “the
great b a y 2 of Tara”. According to Maori legend, Tara
was the first Polynesian settler in this place.
The first European name was Port Nicholson, named
after a captain in the British N av y 3. In 1839 a British
officer bought the land at Port Nicholson from the local
Maori tribe in exchange for blankets4 and some unim-
5 з ак. 75 129
portant things. In 1840 the first white settlers arrived
from Britain and called their settlem ent Britannia. By
1842 there were 3,700 colonists in the settlem ent and
Britannia had become Wellington.
Wellington was chosen as capital of New Zealand in
preference to Auckland, which, though larger, is less
central. The population of Wellington is about 350 thou
sand people. The New Zealand parliament and government
buildings are situated in Wellington.
Excellent roads and fast railways lin k 5 Wellington
with its su b u rb s6 and with other parts of North Island.
Wellington also has an international airport.
In the suburbs of Wellington there are important
machine-building works. Some of the country’s largest
factories are situated in or near Wellington. They process
milk, meat, wool and tobacco.
1 harbour ['hcuba] — гавань; 2 bay — залив; 3 navy

['neivi] — военно-морской флот; 4 blanket ['blaepkit] — одея
ло; 5 link — соединять; 6 suburb ['блЬэ:Ь] — пригород, ок
раина
1. He got a cut .. his hand ... the broken glass. 2. The .

dog rubbed its head ... my legs. 3. I shall do it ... sure,
I promise. 4. I’m sorry I must be off. I’m ... a hurry.
5. He shared his dinner ... his friends. 6. She is married ...
a very talented artist. 7. W hat’s that noise ...? 8. I was
angry ... her for being late.
(See the Key)
(c) Copy out the sentences and underline the Present and Past
Participles:
1. Thinking that it will rain I have put on a raincoat.

2. The book lying on the table belongs to me. 3. He left
130
the room seen by no one. 4. While skating yesterday he
fell and hurt himself. 5. There is a postman going down
the road. 6. A crowd of schoolchildren ran out into the
garden laughing and talking merrily. 7. When at home,
she does a lot of reading. 8. She spent a day in town
shopping.
EUO (d) Do the exercises of Task 18.
§5
37. Read and describe:
Describe the geographical situation of your region (ter

ritory, autonomous republic).
Say what its territory is like, where it is situated, what
other regions are next to it, what mountains 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.
1. Describe a typical landscape of your native place.

2. Ask your classmates what particular places they like
most of all, where they are and why they like them.
You may use the words:
grass [grcus] — трава grove [grouv] — роща
bush [bufl — куст spring [sprirj] — ручей
Discuss the climate in your place. In your discussion

mention what weather is typical of your place in the
131
different seasons of the year. Add which season and what
weather you like most and give your reasons why.
You may use the words:
dry [drai] — сухой frosty ['frosti] — морозный
damp [daemp] — сырой mild [maild] — мягкий
wet [wet] — влажный dull [dAl] — хмурый,
foggy ['fogi] — туманный пасмурный
chilly ['tflli] — холодный, severe [si'via] — суровый
зябкий awful ['o:ful] — ужасный
40. Read the text of exercise 33 and do:
1. Describe M r Blumberger and say why he bought stale

bread.
2. Describe Miss M artha and say why she wore her best
blue silk blouse.
3. Say why Miss M artha decided that Mr Blumberger
was a poor artist.
41. Make up short conversations using the expressions:
(1) to take an interest in;

(2) in order to do something;
(3) to feel sorry for;
(4) to get angry with;
(5) in a hurry.
e x a ctly [ig'zaektli]: I’ll be there at 5 exactly. That’s

exactly what I want (expected). Exactly so!
cheer [tfla]: The speaker was loudly cheered. The good
news cheered him up. Cheer up!
fear [fia]: I fear I may be late. There’s nothing to fear.
She feared to speak in his presence. There’s no fear
of rain today.
132
m atter [Tnaeta]: I don’t know how matters stand. W hat’s
the m atter with you? W e’ll come no m atter what the
weather is. It doesn’t mather (at all). Does it matter?
sh oot [Ju:t] (shot, shot): They went shooting in the
morning. They are going to shoot a film about the
war.
u se [ju:s]: What is the use of talking about it? This is
of no use to us.
used [ju:st]: I used to see him often. There used to be
a cinema in this street,
sile n c e ['sailansj: There was a sudden silence in the
room. Keep silence, please! The mother silenced the
crying child.
am use [a'mjmz]: She amused the children by telling
them stories. I was highly amused by his jokes. The
children amused themselves for hours in the garden.
4 3 . Read and analyse the functions of the Participles (See RG

§ 6, 68):
The fu n ctio n s of the P a rticip le
I They watched the risin g sun from the

balcony of the hotel.
The man s ittin g opposite the window A ttrib u te
was a famous scientist.
There is no time left.
II Let me have your pencil, mine is lost. P red icative
III When le a v in g don’t forget to shut all

the windows.
S a y in g that he left the room. A dverbial
They spent a week there v is itin g art
galleries and museums.
133
4 4 . Read the sentences and say which functions the Participles
are used in:
1. There are many illustrated magazines 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
game, watched by thousands of people, ended in the
victory of the “Fakel” team. 5. Taking a book from the
shelf he sat down to read it. 6. There is a road joining
the factory with the railway station. 7. He left the room
noticed by no one. 8. There is a growing interest in
Russian art in foreign countries. 9. The students were
in the library doing their tasks. 10. Finish your exercise,
your time is gone.
A 4 5 .(a ) Read the text and say what you have learned from it. Note
the pronunciation of the proper name: Christopher Columbus
['kristafa ka'bvmbas]
The A borigin es of N ew Z ealand

What do you know about the Maoris?
The Maoris, a Polynesian people, are the aborigines
of New Zealand. More than a century before Christopher
Columbus crossed the Atlantic to discover America, the
Maoris sailed from their home in the Society Islands over
thousands of kilometres of ocean to settle in Aotearoa —
the Land of the Long White Cloud — the name they gave
to New Zealand.
After long stays in Indonesia and the South Pacific,
which they visited for many years, the Maoris made their
great journey to New Zealand about the middle of the
14th century. They sailed in canoes open to all weathers.
They knew the winds, the ocean currents \ and the stars,
and so they received the name of V ikings2 of the Sunrise.
1 current ['kArant] — течение; 2 viking ['vaikig] — викинг

134
1. I ... he may change his mind. 2. No ... what you say

I still disagree with you. 3. His jokes ... all of us. 4. There
is little ... staying here any longer. 5. The situation is
not ... as you describe it. 6. He ... up at the thought of
seeing her again. 7. He listened to her story in ... .
8. The hunters ... ducks on the lake early in the morning.
(See the Key)
(c) Read and copy out the sentences writing after each Participle
if it is an Attribute (I), a Predicative (II) or an Adverbial (III).
1. The man sitting in the corner of the room is a famous

actor. 2. She is in the kitchen washing the dishes. 3. The
old man fell asleep watching television. 4. There is a taxi
near our house waiting for us. 5. Two pages are missing
in the book. 6. The test given to the students is not
very difficult. 7. She liked to do her homework listening
to music. 8. Waiting for the bus I saw my friend.
§6
46. Read the questions and speak about the countryside you live in:
1. What part of Russia do you live in?

2. Where is your region situated?
3. What is the centre of your region?
4. What rivers flow in the region?
5. Does any sea wash it?
6. Are there any big forests in the region?
7. What mountains are there in it?
135
8. What kind of climate does this part of the country
have?
9. Are the winters long and cold in this region?
10. What is the weather usually like in summer here?
47. Tell your classmates about your town (village) using the
following questions as a plan:
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? W hat
are they?
7. What cultural centres are there in the town?
8. What is your town famous for?

1. What place does agriculture take in the economy of
your region?
2. What do the farmers grow in the region (district)?
3. Are there gardens and vegetable gardens in your
district?
4. What do the farmers grow in their gardens and vege
table gardens?
5. Is cattle-farming developed in your region?
6. What do the farmers produce on their farms?
7.What do the farms send to cities and towns and other
regions of the country?
8. Is agriculture developing in your region?
4 9 . Describe your village. Tell the class where it is situated, what

the village looks like, how many people live there, where they
work. Describe what the farmers do in the fields in spring, in
136
summer and in autumn. Say what the farmers produce in their
fields and on the farms.
to plough [plau] the land — пахать землю
to sow [sou] wheat — сеять пшеницу
to sow a field with wheat — засевать поле пшеницей
to plant [plcunt] trees (potatoes) — сажать деревья (кар
тофель)
maize [meiz] — кукуруза
grapes [greips] — виноград
sugar-beet ['Jugobirt] — сахарная свекла
cattle ['ksetl] — (рогатый) скот
to feed [fi:d] (fed, fed) — кормить
to milk cows — доить коров
5 0 . Read the text and describe the situation. Note the pronunciation
of the names: Framton Nuttel ['fraemtan 'iutl], Sappleton
[saepltn], Ronnie ['roni], Vera ['viara], Munro ['шлпгои].
The Open W in d ow
“My aunt will come down very soon, M r N uttel,”
said a very calm 1 young lady of fifteen years of age.
Framton Nuttel tried to say something which would
please the n iece2. He was supposed to be going through
a cure for his nerves; but he was not sure whether these
polite visits to people whom he didn’t know would help
much.
“Do you know many of the people round here?”
asked the niece, when she thought that they had sat
long enough in silence.
“Hardly one,” said Framton. “My sister was staying
here, you know, about four years ago, and she gave me
letters of introduction to some of the people here.”
“Then you know almost nothing about my aunt?”
continued the calm young lady.
137
“Only her name and address,” said Framton. He was
wondering whether Mrs Sappleton was married, perhaps
she had been married and her husband was dead. But
there was something of a man in the room.
“Her great sorrow 3 came just three years ago,”said
the child.
“Her sorrow?” asked Framton.
“You may wonder why we keep that window wide
open on an October afternoon,” said the niece, pointing
to a long window that opened like a door on to the grass
outside.
“It’s quite warm for the time of the year,” said
Framton; “but has that window got anything to do with
your aunt’s sorrow?”
“Out through that window, exactly three years ago,
her husband and her two young brothers went off for
their day’s shooting. They never came back. In crossing
the country to the shooting-ground, they were all there
in a b o g 4.”
Here the child’s voice lost its calmness.
“Poor aunt always thinks that they will come back
some day, they and the little brown dog that was lost
with them, and walk in through that window just as they
used to do. That is why the window is kept open every
evening till it is quite dark. Poor dear aunt, she has often
told me how they went out, her husband with his white
coat over his arm, and Ronnie, her youngest brother,
singing a song. Do you know, sometimes on quiet evenings
like this, I almost get a strange feeling that they will all
walk in through the window.”
She stopped and trem bled5. At that moment the
aunt came busily into the room.
“I hope Vera has been amusing you?” she said.
“She has been very interesting,” said Framton.
138
“I hope you don’t mind the open window,” said Mrs
Sappleton brightly; “my husband and brothers will be
home soon from shooting, and they always come in this
way.”
She talked on cheerfully about the shooting and the
hopes of shooting in the winter.
To Framton it was all terrible. He tried to turn the
talk on a more cheerful subject.
“The doctors agree in ordering me complete rest,”
said Framton, who had the common idea that people
want to know the least detail of one’s illness. “On the
m atter of food, they are not so much in agreement," he
continued.
“No?” said Mrs Sappleton in a tired voice. Then she
suddenly brightened into attention but not to what Framton
was saying.
“Here they are at last!” she cried. “Just in time for
tea.”
Framton trembled slightly6 and turned towards the
niece. The child was looking out through the open window
with fear in her eyes. With a shock Framton turned round
in his seat and looked in the same direction.
In the increasing darkness three figures were walking
across the grass towards the window, they all carried
guns 7, and one of them had also a white coat over his
arm. A tired brown dog kept close at them. They came
near to the house, and then a young voice started to
sing in the darkness.
Framton caught his hat and ran out through the
front door.
“Here we are, my dear,” said the man with the
white coat, coming in through the window. “Who was
that who ran out as we came up?”
“A most strange man, a Mr N uttel,” said Mrs
139
Sappleton; “he could only talk about his illness, and ran
off without a word of goodbye when you arrived.”
“I expect it was the dog,” said the niece calmly, “he
told me he had a terrible fear of dogs.”
She was very clever at making up stories quickly.
(Adapted from H. H. Munro)
1 calm [kcum] — спокойный; 2 niece [ni:s] — племянница;

3 sorrow ['sorou] — горе, печаль; 4 bog — болото; 5 tremble
I'trembl] — дрожать, трепетать; 6 slightly ['slaitli] — слегка;
7 gun — ружье
1. Who had a talk in the drawing-room?

2. Did M r Nuttel know the Sappletons?
3. Why did they keep the window wide open?
4. Who were they waiting for?
5. How did Vera amuse Mr Nuttel?
6. Why did Vera make a strange story?
7. When did M r Nuttel run off?
8. How did the girl explain why he had left?
52. Read and analyse the Participle Constructions (See RG § 6,

69, 70):
The P articip le C onstru ctions
140
O bjective w ith th e P ast
P a rticip le
II
“I want m y h air cu t.”
5 3 . Read the sentences and find the Participle Constructions.

Translate the sentences:
1. I heard somebody walking in the corridor. 2. Where

did you have your coat made? 3. A minute later she
found all the students working at their tasks. 4. Alec,
go to your mother and have your face washed. 5. The
old woman watched the children playing in the garden.
6. I want all the exercises done by tomorrow morning.
7. He felt his face turning red. 8. He heard the w ater
running in the kitchen. 9. You will have your shirts
washed in a day. 10. I noticed something moving in the
dark.
A 54.(a) Read the text and say what you have learned from it. Write
down the main facts in the text:
The M aori W ars

The Maoris, the aboriginal Polynesian inhabitants of
New Zealand, have struggled long and hard to preserve 1
their land and their culture. This struggle began after
they had lost sovereignty to Britain in 1840 in exchange
for guarantees that they would be allowed to have their
own land. As it happened in other colonies, they were
deceived2. So the Maoris began to fight against the
British.
The Maori W ars* (1843— 1872), as they are called
in history books, showed the fighting skill and heroism
141
of the Maoris. But they were defeated3 by superior4
British forces. Thousands of Maoris died by the hands of
the Redcoats, as the British soldiers were called. In the
end, however, the colonizers had to recognize 5 some of
the M aoris’ economic and political rights. They were
given lands in the centre of North Island, of course not
the best lands, and only one fourth ofwhat the Maoris
had a hundred years ago.
1 to preserve [pri'zaiv] — сохранять; 2 to deceive [di'si:v] —

обманывать; 3 to defeat [di'fi:t] — разгромить; 4 superior
[sui'piaria] — превосходящий; 5 to recognize ['rekagnaiz] —
признавать
1. It doesn’t m atter ... me what you want.

2. They gave three cheers ... the champion.
3. The criminal was shot ... the head.
4. Can I be ... any use ... you?
5. She did not jump ... fear ... hurting herself.
6. He amused himself ... reading.
7. We cannot pass over it ... silence.
8. You’re just ... time ... dinner.
.(S e e the Key)
(c) Read and copy out the sentences underlining Participles and
Participle Constructions:
1. On coming home she found the floor washed and all

the things cleaned and dusted. 2. They watched with
great interest young sportsmen doing their exercises in
the centre of the stadium. 3. The conference held in
Novosibirsk was on the problems of economic development
of the Far East. 4. The committee had all the necessary
documents prepared before the first sitting. 5. Where did
you have your hair done? 6. Not far from the tree I saw
142
a woman sitting on a bench. 7. I want my photograph
taken. 8. He wants this work done immediately.
§7
5 5 . Look through the text “The Open Window” and tell the class
the story made by Vera.
5 6 . Read and do:
1. Describe Vera and say why she invented her story.

2. Describe M r Nuttel and say why he ran off without
a word of goodbye.
57. Make up short conversations using the expressions:
(1) used to do;

(2) in time for;
(3) to be clever at;
(4) Exactly so!
(5) Cheer up!
5 8 . Read and do the tasks:
1. Describe how Women’s Day is celebrated on the 8th

of March in this country.
2. Say how this day is celebrated in your family.
3. Ask the boys of your class what they did about the
house on that day.
5 9 . Read the text and say what must be done to keep our
environment 1 clean:
143
Keep Our E n viron m en t C lean
About two hundred years ago man lived in greater
harmony with his environment because industry was not
much developed. Today the situation is quite different.
People all over the world are w orried2 about what is
happening to the environment because of modern industry
and the need for more and more energy. Newspapers
and magazines write about water pollution3, 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 many people and lots of room in
the world so they could move to another place when
their settlem ents became dirty.
Now, however, many parts of the world are crowded,
people live in big cities and much of the w a ste s4, especially
wastes from factories, electric power stations, chemical
industry and heavy industry are very dangerous. Fish
dies in the lakes, rivers and seas, forest trees die too.
Much of the dangerous wastes go into the air and are
carried by winds for great distances.
The Earth is our home. We must take care of it,
for ourselves and for the next generations5. This means
keeping our environment clean.
The importance of this task is pointed out by ecolo
gists, the scientists who study the relation6 between
living things and their environment. However, each of us
must do everything possible to keep the land, air and
water clean.
1 environment [in'vaiaranmant] — окружение, окружающая

среда; 2 to worry ['wxri] — беспокоиться; 3 pollution
[p9'lu:Jn] — загрязнение (окружающей среды); 4 wastes
144
[weists] — отбросы, отходы; 5 generation [,d3ena'reijn] —
поколение; 6 relation [n'leifn] — отношение
1. Say what you know about the pollution of the

environment.
2. Ask your classmates to give examples of land, water,
and air pollution.
3. Discuss the danger of polluting the environment and
the need of environmental protection.
rate [reit]: Her work was of the first rate. The hotel
offers cheap rates in winter. She rated the film as
poor.
w eig h t [weit]: His weight is 70 kilogrammes. She has
lost weight. That’s a weight off my mind,
sen se [sens]: He has a good sense of humour. There is
no sense in continuing. In a certain sense you’re right,
b eg [beg]: I begged him for help. I beg your pardon?
She begged me to help her.
save [seiv]: He saved the child from danger. That will
save a lot of time. He wore a raincoat to save his
suit during the rain. Save me a seat, please,
sa il [seil]: He has sailed for London on a pleasure trip.
The ship sailed down the river. Let’s go for a sail,
am ou n t [a'maunt]: We have a large amount of work to
do. Is there any amount of food left? The bill amounts
to twenty dollars.
62. Read and translate the sentences with Present and Past
Participles:
1. Our friend came asking for help.

2. He was lying in the sun with his eyes closed.
145
3. The boy crossing the street was stopped by the
policeman.
4. She had her portrait painted by a famous artist.
5. He left the office at three o’clock saying he would
,be back at five.
6. Not receiving any letter from her son she sent him
a telegram.
7. You should not keep people waiting.
8. Seeing all that he left the room.
9. They watched the meeting taking place in the central
square of the town.
10. Being very tired, we decided not to go for a walk.
A 63.(a) Read the New Zealand legend and retell it. Note the
pronunciation of the name Hinemoa [hi'nemoua].
H inem oa 1
(A New Zealand Legend)
Hinemoa was the beautiful daughter of a Maori chief1
who lived on the shore 2 of a great lake.
One day Hinemoa’s father gave a great fe a s t3 at
which all the young men were present. Each young man
tried to dance as well as he could because each hoped
to win the heart and hand of the young lady.
Hinemoa liked one of them most of all. He was a
young man from a small island on the lake, and he loved
Hinemoa dearly. But when Hinemoa told her father that
she loved him, the old chief got very angry and said that
the young man was not noble4.
“Noble or not,” answered Hinemoa, “he is the man
I love!”
This made the chief still more angry. He said, “If
he comes to the shore again, I will kill him.”
Every night Hinemoa went to the shore of the lake
but she never found a canoe there which could take her
146
over the water. Hinemoa’s father had told his men to
take canoes away every night and hide them.
However, Hinemoa didn’t lose hope. She decided to
swim to the island. One night she started on her long,
dangerous swim.
The night was dark and she could not see the island.
She was a strong swimmer but after many hours she
became weak. Just then the moon came out and she
saw that the island was quite near. A few minutes more,
and she felt the stones under her feet.
At the place where she came ashore there was a
hot sp rin g 5. She entered the warm water, rested and
warmed her cold body. Then she found the young man.
They became husband and wife. They lived happily for
many years.
The hot spring which gave Hinemoa life and strength
is known even now as Hinemoa’s Bath.
1 ch ief [tfi:f] — вождь; 2 sh ore [Jo:] — берег (озера, моря);

3 fea st [fi:st] — пир, празднество; 4 n ob le ['noubl] — бла
городный; 5 sp rin g — родник, ключ, источник
1. The time of ... has not been announced. 2. He ... the

director for a week’s leave. 3. The teacher ... him among
her best students. 4. There is a great ... of information
in the article. 5. I ... this copy of the magazine for you.
6. His opinion carried ... with his friends. 7. She has
enough ... to refuse. 8. It could ... you a lot of money.
(See the Key)
(c) Put in Present or Past Participles and copy out the sentences:
1. I’ll show you the blouse ... at the department store

(to buy). 2. ... the letter he sent his best wishes to his
147
schoolmates (to end). 3. They had the trees ... in early
spring (to cut). 4. English is one of the foreign languages
... at our schools (to teach). 5. We are having the
room ... at the moment (to paint). 6. They found the
child ... (to sleep). 7. While ... home I met one of my
old friends (to go). 8. When did you have your hair ...
(to cut)?
§8
6 4 . Read the text once and say what it is about:
W ater P o llu tio n

To see the effects of pollution in rivers, just have a
look at the Clyde or the Thames near the sea and compare
it with the same river a few kilometres away to the hills,
before factory wastes have been flowing into it.
A hundred years ago you could catch eatable fish in
rivers like the Thames and the Clyde. Now factories and
homes are putting waste materials which are poisons 1
into these rivers.
Large cities on the Great Lakes of North America
are letting different wastes flow into the water. These
wastes, added to the m u d 2 brought down by the rivers,
are speeding u p 3 the process by which a lake becomes
useless for shipping.
The Yarra River in Australia was once such a p re tty 4
place to sit beside on a hot summer day. But th a t’s all
changed now. Factories have appeared on each side of
148
the river, and people sitting beside the river now throw
their endless tins 5 and papers into it.
Nothing can live or grow in this polluted water now.
(Adapted from the British, American
and Australian press)
1 poison ['poizn] — яд; 2 mud — грязь; 3 to speed up —

ускорять; 4 pretty ['priti] — привлекательный; 5 tin — кон
сервная банка
1. What is one of the greatest dangers to human life

on earth?
2. How is land polluted?
3. What is happening to the rivers and seas?
4. Do you think it is possible to save the AralSea?
5. Why is air pollution dangerous?
6. Are nuclear power stations dangerous?
7. What happened in Chernobyl?
8. What will happen to our planet if nothing is done
to prevent land, water and air pollution?
9. Do people realize the importance of environmental
protection?
10. What do you know about Greenpeace?
66 . Look at the picture and explain what happened to the boy.
149
67. Read the short article from a newspaper and comment on it:
It has been noticed that the One is that the warming-up proc-
climate in the northern areas of ess is produced by the formation
our planet is growing warmer. The of a new branch of the Gulf Stream,
temperature in Spitsbergen has The other connects the warming-
gone up by 12 °C and in Green- up with industrialization,
land by 7 °C. Why is it? (Adapted from
There are two hypotheses. the /Moscow News)
6 8 . Read the text and say if you found it humorous and why.
Note the pronunciation of the following names: Michael Webb
['maikl 'web], Christopher Columbus ['kristafa ka'lAmbas],
Leonardo da Vinci [,li:ou'nadou da'vintji]; Albert Einstein ['aelbat
'ainstain], William Woodward ['wiljam 'wudwad].
The Im portance of B ein g Secon d -R ate

Michael Webb’s success began with the publication
of a weighty scientific 1 work with the title “The Impor
tance of Being Second-Rate.”
What is Second-Rate? The answer is simple. Second-rate
is only another name for practical common sense. Common
sense belongs to the second-rate intellect. First-raters in all
ages have had no both common sense and morality.
Christopher Columbus was a first-rater. He had to
be, for no second-rate mind would have ever had the
crazy idea of sailing across the ocean. It is true he
discovered a new continent and it’s all right in its way.
But what did Columbus himself get out of it? Nothing.
He died in poverty2.
Leonardo da Vinci was a first-rater. He had five
different professions, was an expert in all of them, and
could never make a really good living. Read his biogra
phy — he was begging money from the Italian princes.
Professor Albert Einstein was one of the famous
150
first-raters of our time. W hat’s he got? Nothing. He lived
on his salary 3 amounting to thirty-five dollars in real
money a month.
“Why be talented and hated?” says our hero. “Is it
not better to be second-rate at once?”
Yet how few rise to success and power! In Chapter
XV he gives his invaluable rules for success, which should
be memorized and repeated three times a day — morning,
noon and night — by all who wish to rise step by step
to success. If these ten rules are memorized, carefully
repeated according to directions and followed, success is
guaranteed by the author.
The ten rules are:
1. Believe in yourself — you’re all right.
2. Believe in your fellow-man — he’s all right.
3. Be pleasant — a face with a smile wins.
4. Be reserved 4 — talkers are dangerous.
5. Be cautious5 — don’t experiment.
6. Be solvent 6 — save a little every day.
7. Be a worker — drones 7 have no money.
8. Be open-hearted, open-minded, open-handed.
9. Be respectful — the world was here before you came.
10. Be American — a loving servant of God.
These second-rate rules, known as “Webb’s Ten Little
B’s ” were copied from the book by a p rin ter1. He set
them up on a milk-white card to be hung over a desk.
More than fifteen million were sold and the printer
went out of the game with a large amount of money.
(Adapted from W. E. Woodward)
1 sc ie n tific [saian'tifik] — научный; 2 poverty ['povati] —
нищета; 3 salary ['saelari] — жалование; 4 reserved
[ri'za:vd] — сдержанный; 5 ca u tio u s ['ko:Jas] — осмотритель
ный, осторожный; 6 so lv en t ['solvent] — платежеспособный;
7 drone — трутень; 8 p rin ter — печатник, типограф
151
6 9 . Read and say:
1. Say if you agree with the author’s opinion, expressed
in the text, and why or why not.
2. Say what you think about the ten rules.
3. Say which of the ten rules you would like to follow.
70. Read and analyse the conditional sentences (see RG § 6, 51,

52, 53, 54):
C on d ition al S en ten ces
I Real condition If it rains they will stay at home.

II Unreal condition re It is not raining; if it rained they
ferring to the Present would stay at home.
or Future
III Unreal condition re It was not raining; if it had rained
ferring to the Past they would have stayed at home.
I. Real Condition
referring to the Present or Future
if + Present Indefinite shall (will) do

or
shall (will) do if + Present Indefinite
II. Unreal Condition

referring to the Present or Future
if + Past Indefinite should (would) do

or
should (would) do if + Past Indefinite
152
III. U n re a l C o n d itio n r e f e r r in g to th e P a s t
if + Past Perfect should (would) have done

or
| should (would) have done if + Past Perfect
71. Read and compare the conditional sentences:
I 1. Hurry up! If we don’t hurry, w e’ll be late.

2. Don’t worry if I’m late tonight.
3. If he doesn’t come soon, I’m not going to wait.
4. It’s raining; you will get wet if you go out.
II 5. If he went to bed now, he would not sleep.
6. I’d go out if it w eren’t raining.
7. He would travel if he had more money.
8. IfI were you, I wouldn’t buy that dress.
III 9. If he had missed the train yesterday, he would
have been late for work.
10. If I had known that you were ill last week, I’d
have come to see you.
11. They would have gone out if the weather had not
been so bad.
12. If you had had your breakfast, you wouldn’t be
hungry now.
^ 72.(a) Read the text and say how sports in New Zealand differ
from sports in Russia:
Sports in N ew Z ealand
If it is summer and the day is fine and warm, New
Zealanders go to the sea. They like to spend the day at
the seaside. Hunting and fishing are very popular too.
153
Summer is the time for tennis, while winter is the
time for rugby. Thousands of people stand in crowds
watching rugby games. Winter is the season for boxing,
which is highly popular in New Zealand. Table-tennis is
another important indoor sport.
New Zealanders like hiking very much. After work
on Friday afternoon, hikers with their rucksacks on
their backs are often seen going to the railway station.
After getting off the train they walk to the hills and
mountains.
The Maori children keep to their native games. They
like to play different games with sticks '. For example,
the players stand in two rows opposite each other, and
a piece of wood is thrown to each player in turn. Anyone
who fails to catch it must go out. The game goes on
until all have made a miss except one player. It may
continue a day, or a week, played with intervals.
The Maori children learn to swim as soon as they
can walk. They like to swim long distances. D iving3 is
also very popular, often from riverside trees, but always
with the feet first.
1 stick — палка; 2 except [ik'sept] — кроме, за исключе

нием; 3 to dive — нырять

1. The ship will sail ... New York ... two days. 2. The
child has given us a great amount ... trouble. 3. The
fireman saved the child ... the burning house. 4. There
is a lot ... sense ... what he says. 5. Our work is
progressing ... a great rate. 6. His opinion carries weight
... his friends. 7. He begged me ... advice. 8. He feels
the weight ... his suitcases.
(See the Key)
154
(с) Copy out the sentences and write after each if the condition
is real (I), unreal in the Present (Future) (II) or unreal in the
Past (III):
1. If he took the examination, he would fail it. 2. If you

see Ann, tell her to phone me. 3. I think she would
understand if you explained the situation. 4. They would
have sent you a postcard if they had known your address.
5. If he didn’t want to go, he wouldn’t. 6. If you didn’t
go to bed so late every night, you wouldn’t be so tired.
7. If she had had enough money on her, she would have
bought the coat. 8. If I go shopping, I’ll buy some food.
ОЭ (d) Do the exercises of Task 22.
§9
73. Read the text and ask your classmates questions about new
achievements in space explorations:
W hy W e S tu dy O uter Space
The first sputniks and the first manned orbital flights
have provoked 1 not only enthusiasm but also some ques
tions such as “What is all this for?”
The reasons for space exploration are many and one
of them is that the Earth’s natural resources are limited.
So man must learn to live and work in outer space,
using its oceans of energy.
In the past geologists and geophysicists carried out
their research within the limits of the Earth. Now com
parative planetology has become an important part of the
science of the Earth. Specialists in the physics of the
atmosphere can now observe winds and weather on other
planets. Biologists think about what life may be like in
155
different conditions, and they already conduct2 research
in this direction 3 on other planets.
Space research is also very important for the devel
opment of technology. New instrum ents and units made
for satellites, automatic spaceships, find applications in
industries producing earthly articles4.
1 to provoke [pra'vouk] — вызывать; 2 to conduct

[kan'dxkt] — проводить; 3 direction [di'rekjn] — направле
ние; 4 article — предмет
On April 12 every year our country marks

Cosmonautics Day in commemoration 1 of the first space
flight in the world which was made by Yuri Gagarin.
Here are three main dates in the history of space
exploration.
October 4, 1957. The Soviet Union sends the first
sputnik in the world into space.
April 12, 1961. The Soviet cosmonaut Yuri Gagarin
goes into space and makes one orbit round the Earth in
his spaceship Vostok-1.
July 21, 1969. The American astronauts Armstrong
and Aldrin land on the Moon.
1. Ask your classmates questions about space explo
rations.
2. Say what the main a im s2 of space exploration
are and how sputniks are used in the national economy.
(Scientific research; practical use; to rela y 3 TV
programmes; to establish telephone and telegraph
communication; to get information about weather
conditions; to know where natural resources lie.)
1 in commemoration [кэ(тетэ'геЦ п] — в память; 2 aim

[eim] — цель; 3 to relay [ri'lei] — ретранслировать
156
75. Read and do:
1. Discuss new achievements in outer space explorations.
2. Say what contributions 1 to outer space study Russian
scientists have made.
3. Give examples of jo in t2 projects and cooperation with
Russia in science and technology.
1 contribution [,kontri'bju:jn] — вклад; 2 joint — совмест

ный
(1) It is true that ... (but);

(2) in his (her) way;
(3) to make a good living;
(4) step by step;
(5) to live on (something).

What would you like to be in life: a first-rater or a
second-rater? Give your reasons.
78. Read and say:
A. P. Chekhov, the great Russian writer, said, “Every

thing must be beautiful in a person — his face, dress,
spirit and mind.”
Say how you understand these words. What do you
think one should do to improve and to become better?
79. Read and analyse the

sentences with “I wish”:
1. I wish itw eren’t so cold.

2. I wish Iknew her te le
phone number.
3. I wish Istayed at home.
4. I wish he werehere. "/ wish I had the umbrella.”
157
5. I wish there w eren’t so many people in the bus.
6. I wish I had known that she was ill.
7. The weather was awful. I wish it had been warmer.
8. I didn’t see my friend yesterday. I wish I had seen
him.
9. I wish they had been here when 1 came.
10. I wish we had stayed at another hotel.
80. Read and explain the use of the conditional sentences.
1. He would have joined us if he hadn’t been so tired.

2. I wish I didn’t have to work tomorrow.
3. If the night were not so dark, the work could be
continued.
4. I want you to come to the party, but if you don’t
want to come, you needn’t.
5. Would you mind if I opened the window?
6. They might be angry if you didn’t visit them.
7. I’d help you if I could, but I’m afraid I can’t.
8. If the book were cheaper, I’d buy it.
9. If I find the newspaper I shall give it to you to read
the article.
10. Iwish you could come to the party.
▲ 81.(a) Read the text and say what you have learnedfrom it:
The Art of P leasure

There is not much written about the Maori people
before the Europeans came, but from museums and old
myths we are able to learn something of their life and
the pleasures they enjoyed.
These myths tell us that many years ago the noble 1
Raukataure, wishing to give happiness to everyone, in
vented 2 the arts of amusement. And the children of
Sky-Father and Mother-Earth told their children all the
folk-tales 3 and myths. Though they could not write, their
158
unwritten literature existed in stories, in games, dances
and in their vocal music.
It was not all lost, for we can discover many of their
amusements that kept them happy in their beautiful land
of trees and mountains and rivers.
Folkdances are still very popular with Maori people.
These dances are always accompanied by songs. The
Haka poi dance, for example, is the most graceful5. The
poi ball generally figures in dances of young girls and
women. Their motions 6 are accompanied by a song.
1 noble [noubl] — благородный; 2 to invent [in'vent] — изо

бретать; 3 folk-tale — сказка; 4 Haka poi — мяч, сделан
ный из волокон и снаружи покрытый шерстью и перьями;
5 graceful ['greisful] — грациозный; 6 motion ['moujn] —
движение
(b) Put in articles where necessary and copy out the sentences:
1. “John was taken to ... hospital this morning.” —

“W hat’s ... trouble?” — “Nothing serious.” 2. She was
cleaning ... whole house yesterday. 3. She had ... light
blue trouser suit and ... white blouse on. 4. ... teacher
spoke about ... role of ... art and ... literature in ...
modern society. 5. They showed where ... dining-room, ...
bedrooms, ... kitchen and ... bathroom were. 6. Take ...
spoonful of ... medicine three times ... day before ...
meals. 7. In ... Moscow she always goes to ... art galleries
or ... exhibitions when she has ... chance. 8. ... young
people who leave ... school have ... wide choice of ...
professions.
(See the Key)
(c) Put in the verbs in the correct form and copy out the sentences:
1. We are lucky! If we ... the train, we ... to wait for

an hour (to miss, to have). 2. I wish my room ... larger
159
(to be). 3. You say you didn’t read yesterday’s newspaper.
If you ... it, you ... these interesting facts from the article
(to read, to know). 4. I wish it ... not ... so often last
summer (to rain). 5. I hope to be there by 10 o’clock.
But if I ... not there, ... not ... for me (to be, to wait).
6. If we ... the 12 o’clock train, we ... too early (to
catch, to arrive). 7. He says he is not ill, if he ..., he ...
not ... football (to be, to play). 8. If you ... to the theatre
yesterday, you ... the play greatly (to go, to enjoy).
(See the Key)
§10
82. Read the text and say what role science plays in our life:
S cien ce and Life

Science in recent decades has made all-round progress
in every branch. Scientists have achieved great success
in the development of physics, especially atomic physics,
electronics, chemistry, biology and other sciences.
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 automatic space stations. Atomic
power stations give electric power to many towns, fac
tories, villages and farms. The peaceful atom has its role
in medicine.
Achievements in electronics are well-known. Com
puters are widely used in every sphere of life.
Automatic manipulators, or robots, are very much
160
spoken about these days. This is because more and more
robots are used to make the work of people easier. The
latest working robots can “see” and can “be talked to ”.
They understand many orders, their movements are con
trolled by small electronic computers. These robots work
in industry and they have already made it possible to
transfer 1 people from monotonous operations to much
more interesting and creative jobs. Progress in technology
will continue and in the 21st century most of the industrial
operations will be performed by robots.
1 to tran sfer [trasns'fo:] — перемещать, переводить
8 3 . Read the text and answer the questions:
A cad em ician K orolyov

(1 9 0 6 -1 9 6 6 )
Academician Sergei Pavlovich

Korolyov, the famous Soviet
scientist and designer 1 of space-
rocket systems, was born in the
city of Zhitomir in the family of
a teacher.
From 1927 he worked in
the aircraft2 industry. In 1930,
without leaving his job, he
graduated from Moscow Bauman Higher Technical
School and finished a flying school in Zhitomir in the
same year.
After a meeting with Tsiolkovsky and studying his
ideas, Korolyov became a rocket enthusiast. He was one
of the founders of modern space-rocket engineering3.
In 1933, when the Group for Studying Jet Propulsion4
was organized, and the first experimental rockets were
Чак. 75 161
made and tested, Korolyov took part in its work. From
then on Korolyov devoted himself to developing Soviet
space-rocket engineering. In 1957 the first Earth satellites
in the world were put into orbit with the help of the
systems he had designed 5 and the far side of the Moon 6
was photographed. The spaceships, in which man first
flew into space and from which he walked out into space,
were made under his guidance 1.
Korolyov trained many scientists and engineers who
are now leading the work in research 8 institutes and
design offices which specialize in the sphere of space-rocket
engineering.
1 designer [di'zaina] — конструктор; 2 aircraft ['eakraft] —

авиация; 3 space-rocket engineering — космическое раке
тостроение; 4 Group for Studying Jet Propulsion
[ргэ'рлЦп] — Группа изучения реактивного движения; 5 to
design [di'zain] — проектировать; 6 Moon — Луна;
7 guidance ['gaidons] — руководство; 8 research [ri'sa:tj] —
научное исследование
1. How old was Korolyov when he began to work in the

aircraft industry? 2. When did Korolyov graduate from
Moscow Bauman Higher Technical School? 3. What con
nection with aviation did Korolyov have before he became
interested in cosmonautics? 4. What was the result of
Korolyov’s meeting with Tsiolkovsky? 5. What was done
in space research under Korolyov’s guidance?
8 4 . Speak about the life of a scientist who interests you very

much.
at the age (of) — в возрасте
to graduate from — оканчивать (высшее учебное заве
дение)
to get interested in — заинтересоваться
162
to study — изучать
to experiment — экспериментировать
to do the research [ri'sa:tj] work — проводить иссле
довательскую работу
to publish — публиковать, издавать
successful [sak'sesful] — успешный
to put a theory ['0iari] into practice f'praektis] — при
менять теорию на практике
8 5 . Read and speak:
Speak about British and American scientists and

inventors who have contributed 1 greatly to the
development of science and technology.
Say what you know about their life and achievements.
1 contribute [kan'tribjurt] — делать вклад (в науку и т. п.)
1. Discuss why sport is so important in our life and why

people go in for sports.
2. Tell each other what indoor and outdoor games you
can play and what kind of sport you go in for.
3. Ask your classmates if they go in for sports or if they
prefer to watch other people playing.
4. Say which you prefer: to go the stadium or playground
or to watch sports events on TV, and why.
87. Look at the sports page of The New York Times and say what
sports events of the 1996 Olympic Games in Atlanta, USA, it
covers.
Ask your classmates which of the events they are

interested in.
Tell the class what Russian Olympic teams are the
strongest in the world.
163
Sports Pages
A T L A N T A _____________________________________________________
®ip Цогк Штп
Events SWIMMING MEN’S GYMNASTICS WATER POLO

BASEBALL Men Team first optional Russia vs. Germany
Australia vs1. 100 freestyle, 200 9 :1 5 A.M. 11 A.M.
Netherlands butterfly, prelims, Team second op Hungary vs. Neth
10 A.M.2 tional erlands
100 freestyle, final
U.S. vs. South Korea 4 :4 0 P.M.
A— B, 200 butter 1 2 :3 0 P.M.
8 P.M.3 fly, final A— В Ukraine vs. U.S.
Finals
10 P.M.
MEN’S BASKETBALL 7 :3 3 P.M. 4 : 3 0 P.M.
Brazil vs. Greece Women JUDO
WEIGHT LIFTNIG
10 A.M. 400 freestyle, 100 64 kg, group В
Men’s &women’s finals
Yugoslavia vs. Aus backstroke, 400
middleweight 12 :3 0 P.M.
tralia freestyle relay4,
Preliminaries 64 kg, group A
5 P.M. preliminaries5
9 :3 0 A.M. finals
Angola vs. U.S. 1 0 :0 5 A.M.
Finals 3 :3 0 P.M.
10 P.M. 400 freestyle, final
3 P.M.
BOXiNG A— B, 100 back WRESTLING (G— R>
First round stroke, final A— B, ROWING 52 kg, 62 kg,
1 :3 0 & 8 P.M. 4 x 100 meter Preliminaries 74 kg, 90 kg,
freestyle relay 9 A.M. 130 kg classifica
MEN'S SOCCER finals tion,
Spain vs. France SHOOTING
7 :3 3 P.M. 3 :3 0 P.M.
7 P.M. Women’s 10-meter
FIELD HOCKEY air rifle YACHTING
SOFTBALL Open Laser;
Men 10 A.M., 4 P .M .&
Australia vs. Taiwan Women’s Europe;
Germany vs. India 7 :3 0 P.M.
9 A.M. Open Star; Men’s
5 :3 0 P.M. Preliminaries &
Japan vs. China Finn; Open Soling;
U.S. vs. Argentina finals
1 1 :3 0 A.M. Open Tornado;
8 P.M. 10 A.M.
Puerto Rico vs. Men’s Mistral;
Canada Women VOLLEYBALL Women’s Mistral,
6 :3 0 P.M. Australia vs. Argen Women’s prelimi first and second
U.S. vs. Netherlands tina naries races
9 P.M. 9 A.M. 10A.M , 4 P.M. 1 P.M.
Today
WEATHER FORECAST
Q 4 ° T o d a y Morning clouds, some afternoon sun, hot and humid. Afternoon humidity 50—
60% High 94. Tonight Chance of an evening thundershower, then mostly clear and
warm. Low 75. Tomorrow Partly sunny, continued hot. Afternoon humidity 45— 55%. Slight
chance of a late day thundershower. High 94.
164
1 vs. (v e r su s) ['vaisas] — против; 2 A.M. ['ei 'em] — до полу
дня; 3 P.M. ['pi: 'em] — пополудни; 4 relay ['ri:lei] — эста
фета; 5 p relim in aries [pri'liminariz] — отборочные соревно
вания
1. What will you do if it snows?

2. What would happen if you did not go to school
tomorrow?
3. Do you wish you had studied mathematics better?
4. Would you go to a birthday party if you were not
invited?
5. What would you do if your friend asked you to help
him (her)?
6. Would you mind if you had the lights turned on?
7-. Where would you go if you caught cold?
8. What would you say if you were invited to a birthday
party?
9. What would you have done if you had failed your
examination last year?
10. What would you like to get as a birthday present?
8 9 . Finish the sentences and read them:
1. If you see my friend, ...

2. I wish I ...
3. If he were interested in the English language, he ...
4. I shall be happy if ...
5. They would have been very glad if ...
6. I wish you ...
7. If the weather were fine, we ...
8. If she had known what would happen, ...
9. If I had more money, ...
10. If I had time, ...
165
▲ 9 0 .(a) Read the text and say what you have learned from it:
The N ew Z ealand Kiwi *

In New Zealand there are quite a number of birds
which are native only to that-country. One of the most
interesting is the kiwi. It lives in wet parts of the thick
New Zealand bush* and comes out only at night to find
food.
Kiwis are among the smallest of the flightless birds.
They are not corfimon, and they are rarely exhibited at
zoos !. The female 2 kiwi usually lays one very large egg
about ten centimetres long. Then her husband sits on it
for about eighty days. He also feeds 3 the chick until it
is big enough to find its own food.
In the past, kiwis were hunted for food, and they
soon became very few in number. That’s why the New
Zealand government stopped the hunting of kiwis, even
for a zoo.
The kiwi is now the symbol of the New Zealand
people. Small children are often called Kiwis. In elementary
schools you may see p o sters4 on the walls of the corridor
with the words: “Be a tidy Kiwi.”
1 zoo [zu:] — зоопарк; 2 female ['fi:meil] — женского пола,

женский; самка; 3 feed [fi:d] — кормить, 4 poster — плакат
(b) Put in articles where necessary and copy out the sentences.
1. He was thinking of ... holidays he was going to have

in ... mountains. 2. “You must stay in bed,” said ...
doctor. 3. “Take ... tablet three times ... day,” said ...
chemist and gave ... boy ... medicine. 4. There is ... fine
camp for ... tourists not far from here. 5. Take ... packets
and put them into ... bag. 6. They had ... New Year tree
with ... lights and ... decorations. 7. There is ... good
166
book of ... poems at ... bookshop. 8. Buy ... pound or
half ... pound of ... meat and ... quarter of pound of
... cheese.
(See the Key)
(c) Put in the verbs into the correct form and copy out the
sentences:
1. If he ... not ... to work, he ... you at the station

tomorrow evening (to have, to meet). 2. If I ... that he
... to get up earlier, I ... him (to know,to want, to
wake). 3. “I wish I ... a bird,” said the little girl (to
have). 4. If i t you ... the washing from the garden?
(to rain, to bring). 5. I have just painted the door green;
I wish I ... it another colour (to paint). 6. I’m going
shopping. If you ... anything, I ... it for you (to want,
to buy). 7. If I ... your number, I ... you (to know, to
phone). 8. We have just come back from the holiday.
We ... the hotel ... better (to wish, to be).
(See the Key)
Unit 4
§1
1. When are your examinations going to take place?

2. What examinations will you have?
3. Have you decided what you are going to become?
4. Why have you chosen that profession?
5. What interests you in that profession?
6. Did you have different plans some time ago?
7. Why did you change your ideas about your future?
8. What did other people advise you to do?
9. Are you going to follow their advice?
10. Why do you agree or disagree with them?
2. Read and act:
Short C onversations
1. “What examinations must we pass to enter a
university?”
“That depends on the department you want to enter.
Which department do you want to get into?”
“The Chemistry Departm ent.”
“Well, for that there are exams in Russian and
literature, mathematics, chemistry and physics.”
“Was the competition very big last year?”
“Indeed it was!”
2. “Hallo! How are you? Have you entered the institute?”
“No, worst luck, I failed the entrance exam in
m athem atics.”
“Really! And what are you going to do now?”
“Well, I’ll have another try. But for the time being I
168
am going to work as a laboratory assistant and I’ll
attend the preparatory courses.”
“Good, I wish you luck.”
“Thank you. See you soon.”
“Bye.”
3. Read and do:
1. Tell the classmates how you are getting ready for

your final examinations.
2. Discuss with your classmate the best way to prepare
for your examination.
suppose [sa'pouz]: I suppose he is right. I don’t suppose

he will come. What do you suppose he is trying to
say? I have never supposed him to be married. He is
supposed to leave today,
reply [ri'plai]: She replied that she liked the show. He
did not reply to his question. She made no reply to
my letter. The reply was negative,
con n ect [ka'nekt]: Please connect me with the manager.
The highway connects the two cities. The two rooms
connect. I am not connected with this family,
slig h t [slait]: You have made a slight mistake. I have
a slight cold. He was not in the slightest offended,
su g g est [sa'd 3est]: I suggest we meet tomorrow. What
do you suggest?
lin e [lain]: He is on the line talking to her now. Can
you get me a line to London? The sportsmen are on
the starting line. Write just a line to tell me that you
are there.
accept [ak'sept]: The girl accepted the present. The
students accepted the new teacher. He is accepted in
that house.
169
sp oil [spoil]: Our holidays were spoiled by bad weather.
I’m afraid it will spoil your appetite. Don’t spoil the
child.
5. Read the story and say what happened one day:
The E arly D ays of th e T elep hon e

I suppose the telephone is really a useful invention.
You want to see a man two streets off. You might
put on your hat, and be round at his office in five minutes.
You are on the point of starting when the telephone
catches your eye. You think you will ring him up to
make sure he is in. You start by ringing up some half
a dozen times before anybody takes any notice of you.
You shout:
“How is it that I can never get an answer when I
ring? I have rung twenty times. What is the use of my
having a telephone if I can’t get any answer when I
ring? I’ve been ringing all the morning. Why is it?”
Then you wait for the answer.
“What — what do you say? I can’t hear what you say.”
“I say I’ve been ringing here for over an hour, and
I can’t get any reply.”
“You want what? I can’t hear what you say. What
number?”
“I say, why is it I don’t get an answer when I ring?”
“Eight hundred and w hat?”
You say that you want to be put in communication
with four-five-seven-six.
“Four-nine-seven-six. ”
“Six-seven — no! I mean seven-six;— no, wait a min
ute. I don’t know what I mean now.”
“Well, I wish you’d find out,” says the young lady.
“You are keeping me here all the morning.”
170
So you look up the number in the book again, and
at last she tells you that you are connected; and then
you stand waiting.
You stand holding the machine to your head, and
listening to nothing for half an hour. Then a girl calls
up to know if you’re done.
“Done!” you answer. “Why, I haven’t begun yet.”
“Well, be quick,” she says. You attack the thing
again. “Are you there?” you shout and hear a voice
replying:
“Yes, what is it?”
“Oh! Are you four-five-seven-six?”
“Yes, what is it?”
“Is M r Williamson in?”
“Will I want — who are you?”
“Jones! Is M r Williamson in?”
“Who?”
“Williamson. Will-i-am-son!”
“You’ve the son of what? I can’t hear what you say.”
Then you gather yourself and get the man to under
stand that you wish to know if Mr Williamson is in, and
he says:
“Be in all the morning.”
So you take your hat and run round.
“Oh, I’ve come to see Mr Williamson,” you say.
“Very sorry, sir,” is the polite reply, “but he is out.”
“Out? Why, you just now told me over the telephone
that he’d be in all the morning.”
“No, I said, he won’t be in all the morning.”
You go back to the office, and sit down in front of
that telephone, and look at it. There it hangs, calm and
silent.
(A d a p t e d from J. K. Jerom e)
1 dozen ['dxzn] — дюжина ^

171
6 . Read the story once again and retell it in indirect speech.
7. Read and analyse the functions of the verb to be (see RG

§ 6, 11):
I He is at home.
Are they often in Moscow?
II He is a doctor.
He was not very young.
BE III There is nobody at home.
There were a lot of apples on the tree.
IV What are they doing?
They were waiting for you.
V The newspapers are brought in the morning.
He was asked to come.
8. Read the sentences and say what functions the verb to be is

used in:
1. It’s a bit cold today, isn’t it? 2. There is a strong

wind blowing from the North. 3. I was standing near
him when he fell. 4. The museum is opposite the theatre.
5. They were taken to hospital. 6. Business is business.
7. Is there anyone to replace me? 8. You are not angry,
are you? 9. We were taken to the museum. 10. There
is nothing to do here.
B ritish and A m erican E n glish

I. B r i t i s h English
The British author George Bernard Shaw once said
“England and America are two countries separated by
the same language.” He meant that, although they speak
the same language, people from England and people from
172
America sometimes have trouble understanding each other.
Words in British English and American English sometimes
differ in spelling, pronunciation, meaning, or usage '.
If you have ever read a book or a newspaper from
America, you may have noticed such words as color,
center, and traveler. You were able to guess that these
were the American spellings of colour, cen tre, traveller.
The pronunciation of British English differs from the
pronunciation of American English. One of the differences
is the American [ae], as in ask, ca n ’t, bath and dance.
Another difference is the American pronunciation of [r]
in such words as park, m orn in g and girl.
M ost words have the same meaning in America as
they have in Britain. The greatest number of words that
are not common to both British and American speakers
are words that were created after the American Revolution,
especially those words that describe industrial or scientific
inventions or processes. In America a lift is called an
elevator, and p e t r o l2 is called g a so lin e 3 or gas.
The differences in grammar in British and American
English are slight.
1 usage ['ju:sid3l — обычное употребление; 2 petrol

['petral] — бензин; 3 gasoline ['gaesalkn] — (амер.) бензин
1. These events are not ... in any way. 2. He did not

... to her question and stood silent. 3. The t,rain is ... to
arrive at 11 o’clock, but sometimes it is late. 4. The ...
is busy now. I shall ring him up later. 5. They ... the
invitation to take part in the conference. 6. I ... we leave
at once. 7. The meat ... when we left it out of the
refrigerator. 8. There was nothing serious. It was a ...
attack of illness.
(See the Key)
173
(с) Write down in English what you would say in the following
situations.
1. К вам пришли друзья, и вы предлагаете им пойти
в цирк, кино или на другое зрелище.
2. Посмотрев с другом (подругой) театральную поста
новку, которая вам понравилась, вы выражаете ему
(ей) свое восхищение пьесой.
3. Вы у билетной кассы кинотеатра просите место в
том ряду, который вам больше всего нравится.
4. Вы у театральной кассы спрашиваете у кассира цену
билета в партере, в ложе и на балконе.
5. Вы с товарищем на эстрадном концерте. Ваш това
рищ спросил у вас перед началом концерта, что в
программе. Перечислите ему кратко номера про
граммы.
6. Вы рассказываете друзьям о своем любимом артисте
(артистке). Сообщите, когда вы видели актера (акт
рису) на сцене в последний раз.
7. Вам сказали, что на экраны вышел очень интересный
фильм, и вы предлагаете другу (подруге) пойти в
кино после школы.
8. Вы просматриваете телевизионную программу и ре
шаете посмотреть понравившуюся вам передачу.
Объясните, чем она вас привлекла.
10. Read and smile. The following regulations are still in force in
various states of the USA.
In Shawnee, Oklahoma, it is against the law for

three or more dogs to congregate 1 on any private
,2 .
property
Families occupying separate apartments in H unt
ington, West Virginia, are not allowed to use the same
garbage can.
174
Roller skating on the streets of Milwaukee, Visconsin,
after 8 p.m. is illegal3.
fn Fort Madison, Iowa, the fire department must
practise for fifteen minutes before going to extinguish 4
a fire.
In Kentucky no woman may appear in a bathing suit
unless armed with a clu b 5.
In Joliet, Illinois, a woman can be jailed 6 for trying
on more than six garments in one shop.
1 congregate ['kongrageit] — собираться вместе; 2 private

property ['praivat 'propati] — частная собственность;
3 illegal [i'li:gal] — нелегальный, противозаконный;
4 extinguish [iks'tiggwij] — тушить (огонь, пожар);
5 club — дубинка; 6 to jail [d3eil] — посадить в тюрьму.
11. What funny customs and traditions of Britain can you remember?
Say a few words about them.
12. Talk about the people in your family and ask other students
about their families:
1. How many people are there in your family?

2. Who is the youngest in your family?
3. Who runs the house in your family?
4. Who keeps house and takes care of the family?
5. Is she (or he) good at cooking?
6. How do you help your parents with the housework?
7. Do you spend a lot of time with your family?
8. What time are all members of your family at home?
9. How do they pass the time in the evening?
10. Do you get on well with your parents?
13. Do the tasks:

1. Describe your weekdays and say what you usually do
from morning till night.
175
2. Ask your classmates how they usually spend their
weekends.
14. Read the humorous text once and say what it is about:
The S p read in g 1 “You K now ”

The phrase “you know” is spreading in the United
States. I don’t know just when it began moving like a
rainstorm through the language. But one man, in a phone
conversation with me last summer, used the phrase thirty-
four times in about five minutes by my own count. A
young lady in Chicago got seven “you knows” into one
sentence.
Listening to a radio commentator, not long ago,
discussing a recent meeting of the United Nations,
I thought I was going mad when I heard him using
“you know” as a noun, until I realized that he had
shortened United Nations Organization * to U.N.O.
and was pronouncing it, you know, as if it were “y o u
know.”
A typical example of speech with “you knows” goes
like this:
‘The other day I saw, you know, Harry Johnson,
the, you know, publicity 2 man for, you know, the Char-
teriss Publishing Company, and, you know, what he
wanted to talk about, strangely enough, was, you know,
something you’d never guess ...’
This c u rse 3 may have originated4 on Broadway
or in Hollywood, where such curses often originate.
About twenty-five years ago, or perhaps longer, theatre
and movie people used “you know what I m ean?”
which was soon shortened to “you know?” That had
followed the over-use, in 1920s, of “you see?” or just
“see?”
176
These phrases often disappear finally, but a few
stayed, and will continue to stay, such as “Well” and
“I mean to say” and “I m ean” and “The fact is,” you
know.
(A d a p t e d from J. G. Thurber)
1 spread [spred] — распространяться; 2 publicity

[pAb'lisiti] — реклама; 3 curse — проклятие; 4 originate
[9'rid3ineit] — порождать, возникать
burn [Ьэ:п]: The street lights burned all night. The house
was burned to the ground. I have burned myself. She
got a burn on her arm from the hot stove,
m ix [miks]: She mixed lemon juice, sugar, and w ater to
make lemonade. In America many nations mixed. I
always mix up their names. The boy is mixed up and
needs help.
a llo w [o'lau]: His father allows him to drive the car.
Allow me to introduce my brother. You must allow
that he is no fool,
rem ain [ri'mein]: We remained friends for years. It only
remains for me to thank you. She remained silent
throughout the evening,
sh am e [Jeimj: It was a shame that they did not win
the game. Shame on you! He has lost all sense of
shame. He shamed me into doing it.
fast [fast]: How fast can you run? Put on your coat
and make it fast. My watch is 5 minutes fast. We
took a fast train,
r e s t 1 [rest]: She never has a moment’s rest. They took
a short rest. Sunday is a day of rest. I feel quite
rested.
r e s t 2 [rest]; We spent the rest of the day there. I gave
the rest to her.
177
16. Read and analyse the functions of the verb to have (see RG
§ 6 , 72): __________________ ;___________________________ '
I We had a visitor yesterday.
I have no one to talk to.
II When do you have dinner?
The play had a great success.
III I have had a letter from her.
We had not done the work by 6 o’clock.
IV I have to go to the shop.
You don’t have to do this.
V I am having a dress made.
We have had our photos taken.
VI You had better go home and rest.
17. Read the sentences and say what functions the verb to have
is used in:
1. I have no idea where he is. 2. What are we having
for dinner today? 3. You had better ask him about it.
4. He had a tooth taken out. 5. We had to get the
doctor. 6. How long have you known each other? 7. We
had fine weather yesterday. 8. Do you have much time
for reading? 9. I have had a telephone call from him.
10. The family had a discussion about vacation plans.
B ritish and A m erican E n glish
II. American English
American English began to develop as soon as the
first colonists from England arrived in the New World.
For example, the word canoe, which was not used in
England, appeared in a book written in 1608 by Captain
John Smith. The colonists had to invent new words to
describe the things they found in America.
178
In colonial times, most writers and critics in both
England and America thought that American English was
inferior 1 to British English.
After the Revolutionary War, Americans wanted to
be independent of British influence 2 in language, just as
they had become politically independent. So American
English came to be considered quite acceptable 3 in the
country. Writers such as James Fenimore Cooper began
to use American expressions in their books.
In Great Britain, American English was still considered
to be an “im pure4” form of the language. It was not
until after the Civil War, when writers such as Mark
Twain became popular in England, that American English
really became accepted in Great Britain.
Now, if you pick up an American newspaper you
still can find words or phrases that you cannot understand.
Though in the last fifty of so years there has been
increased communication between speakers of American
English and British English, differences exist. This greater
communication, caused 5 by the exchange of books, films,
popular music, television shows, the stay of American
soldiers in Britain during wartime, and increased trade
and travel between the two countries, has helped to
enrich both variants of the English language.
Nevertheless, some people still share the opinion of
one English writer: “It was decidld almost two hundred
years ago that English should be the language spoken
in the United Stated. И is not known, however, why this
decision has not been carried out.”
1 inferior [in'fiaria] — низкий, худший; 2 influence

['influansj — влияние; 3 acceptable [ak'septabl] — приемле
мый; 4 impure [im'pjua] — нечистый; 5 cause [ka:z] — вы
зывать, быть причиной
179
(b) Put in words and copy out the gentences:
1. Don’t get ... up in that business. 2. If the weather

... fine we shall go on with our hike. 3. I cannot ... you
to stay here any longer. 4. You work so hard that you
put me to ... 5. It was a ... journey from Moscow to
St. Petersburg. 6. Their faces were ... by the sun. 7. I
didn’t get enough ... at night. 8. They were ... on a
bench after the game.
(See the Key)
(c) Write down in English what you would say in the following
situations:
1. Вечером вы наблюдаете восход луны над морем.

Вид напоминает вам одну из картин известного
художника.
2. К вам приехала передвижная художественная вы
ставка. Вы заинтересовались ею и предлагаете другу
(подруге) пойти в ближайшее воскресенье посмо
треть ее.
3. Вы в художественном салоне и выбираете картину
для своей комнаты. Вам хочется приобрести пейзаж.
Объясните это продавцу:
4. К вам приехали гости, и вы сообщаете, что в вашем
городе есть музей. Предложите им пойти туда.
5. Объясните, что выставка открыта три дня в неде
лю — в среду, субботу и воскресенье.
6. Вы посетили музей (выставку). Поделитесь своими
впечатлениями о ней. ■Скажите, что вам больше
всего понравилось.
7. Утром вы встали и выглянули из окна, чтобы узнать,
какая погода.,Опишите утро, выскажите свое мнение
о погоде.
8. Вам позвонили по телефону, и незнакомый собе
седник сообщил, что ему поручено передать вам
книгу, и он просит вас выйти ему навстречу. Чтобы
он мог узнать вас, сообщите, как вы будете одеты.
§2
19. Read the text and tell the class the difference between the
mealtimes in England and in our country:
M e a ls 1 in E ngland
Meals and mealtimes in England are not the same
in all families.
Breakfast is the first meal of the day. But most
people do not have a full breakfast.
At one o’clock comes a meal which is dinner to
some people, lunch to others. More than half the population
has a hot dinner (sometimes called lunch) in the middle
of the day, and a cold meal in the evening. Others have
a light lunch at one, and a hot dinner in the evening.
Many men work too far away from their homes to be
able to go home for a hot meal in the middle of the day,
and many schoolchildren, too, have their lunch in schools.
But on Sundays the family sit down together. Sometimes
the mother puts the food on the plates in the kitchen,
carrying them into the dining-room afterwards; sometimes
it is served from large dishes in the dining-room itself.
The next meal is tea, with slices2 of bread and
butter, cakes and, of course, cups of tea. M other and
children may have their tea together at five o’clock in
the afternoon, or they may wait a little for father to
come in from work.
181
As it was said above, in the evening some people have
a cold meal, which they usually call high tea (or supper).
Others have a main meal in the evening, called dinner.
1 meal — еда, принятие пищи; 2 slice — ломоть, ломтик

2 0 . Make up a conversation on the situation:
A visitor from England comes to see you. You invite him

(her) to have dinner with you. At the dinner you describe
usual mealtimes and traditional meals in your family.
21. Read the text once and say what it is about:
S ign L anguage
Man has long dreamed
of an international language,
but attem pts to create one
have always failed because
no country wants to leave
its traditional language.
Now a new means of inter
national expression is begin
ning to catch on: the lan
guage of graphic symbols.
Symbols can help to
break down the cultural bar
riers raised by the world’s
5,800 languages and dia
lects. Signs are more effec
tive than words because
they take up less space and because their meaning can
be understood more quickly.
Who, for example, can fail to understand such symbols
as these widely used warnings against thin ice and falling
stones and such signs as plus and minus jn mathematics.
182
Packages can be sent in any languages, too. These
symbols instruct dockers to handle1 them — “keep frozen”
and “keep dry”.
Equally clear are labels that show a glass ( “fragile”),
a crossedout hook ( “use no hooks”) and a package sepa
rated from the sun by a heavy diagonal line (“protect
from heat”).
People as well as packages can travel without knowing
any foreign languages. For example, a foreigner in airports
or railway stations can find an information desk or a
pick-up point for lost children, if he looks around for
these signs.
“I got off the plane in Moscow some years ago,” a
visitor to Russia remembers, “and I was able to find my
way to my luggage, the bank at the airport, a taxi and the
hotel, and I don’t speak a word of Russian — all by signs.”
(Adapted from the Moscow News)
1 handle [haendl] — обращаться.
22. Describe four or more examples of signs and explain what

they mean.
23. Read the story and tell the class of your impressions of it.
Note the pronunciation of the names: Hay [hei], Burnel ['ba:nl],
Kelvey ['kelvi], Isabel ['izabel], Kezia ['kezja], Lil [lil], Else
['elsi], Beryl ['beril], Katherine Mansfield ['kaeGrin 'maensfitld].
The D o ll’s H ouse

When dear old M rs Hay went back to town after
staying with the Burnells, she sent the children a doll’s
house. It was so big that the servants carried in into the
yard and left it there.
The Burnell children had never seen anything like it
in their lives. All the rooms were papered with pictures
183
on the walls. A red c a rp e t1 covered all the floors except
the kitchen; there were tables, beds with real bedclothes,
a stove2, a table with very small plates and one big
j u g 3. But what Kezia liked more than anything was the
lamp. It was all ready for lighting.
The Burnell children could hardly walk to school fast
enough the next morning. They burned to tell everybody
about their doll’s house.
The mother said that while the doll’s house stood in
the yard, they might ask the girls at school, two at a
time, to come and see it.
Playtime came and the girls of Isabel’s class nearly
fought to put their arms round her, to be her special
friend, and there were only two who stayed outside, the
little Kelveys.
For the fact was, the school the Burnell children
went to was not at all the kind of place their parents
would have liked them to attend. But it was the only
school for miles.
As a result all the children of the neighbourhood4,
rich and poor, had to mix together. But many of the
children, including the Burnells, were not allowed even
to speak to the Kelveys. They walked past the Kelveys
with their heads in the air. Even the teacher had a special
voice for them, and a special smile for the other children.
They were the daughters of a hard-working little
washer-woman who went one day to one house and one
day to another. They were dressed in old clothes given
to their mother by the people for whom she worked. Lil
came to school' in a dress made from a green table-cloth
of the Burnells. Her little sister Else wore a long white
dress and a p a ir5 of little boy’s boots. Nobody had ever
seen her smile: she hardly ever spoke. She went through
life holding on to Lil.
184
Now again they did not mix with the girls, but you
couldn’t stop them from listening.
And Isabel’s voice, so very proud, went on telling.
Isabel was choosing the two who would come back with
them that afternoon and see it, and the others knew they
, all had a chance.
Only the little Kelveys moved away forgotten, there
was nothing more for them to hear.
Days passed, and as more children saw the doll’s
house, the one question was, “Have you seen the Burnell
doll’s house? Oh, isn’t it lovely!”
At last everybody had seen it, only the Kelveys
remained.
“M other,” said Kezia one day, “can’t I ask the Kelveys
just once?”
“Certainly not, Kezia.”
“But why not?”
“Run away, Kezia, you know quite well why not.”
One afternoon after school Kezia was playing in the
yard. Nobody was about. Looking up from her toys, she
suddenly saw the Kelveys on the road. Kezia was going
to run away. Lil and Else came nearer, and she made
up her mind.
“Hello,” she said to the passing girls. They were so
surprised that they stopped.
“You can come and see our doll’s house if you want
to,” said Kezia. But at that Lil turned red and shook her
head quickly.
“Why not?” asked Kezia.
“Your ma told our ma you must not speak to u s,”
Lil answered.
“Oh, well,” said Kezi. She didn’t know what to reply.
“It doesn’t matter. You can come and see our doll’s
house all the same! Come on. Nobody’s looking.”
185
But Lil shook her head still harder.
When she turned to go, she saw Else looking at her
with big eyes: she wanted to see the house. For a moment
Lil looked at Else, and then they started forward. Kezia
led the way.
“Here it is,” said Kezia, when they were near the
house. There was a pause. Else was all attention.
“I’ll open it for you,” said Kezia kindly. She opened
the door and they looked inside.
“There’s the drawing-room and the dining-room and
th a t’s the— ”
“Kezia!”
It was Aunt Beril’s voice. They turned round and
saw Aunt Beryl in the doorway.
“I told you not to ask the little Kelveys into the
yard! You’ll be punished6 for that!” she said to Kezia.
“Off you go immediately,” she called, turning to the
Kelveys. “And don’t come back again!”
They didn’t need to be told twice. Burning with
shame, the two girls hurried out of the yard.
“A bad little girl!” Aunt Beryl said to Kezia and shut
the door of the doll’s house.
When the Kelveys were out of sight of the Burnells’,
they sat down to rest at the side of the road. Lil’s face was
still burning, she took off her hat. What were her thoughts?
After a while Else moved up close to her sister. By
now she had forgotten the angry lady.
“I’ve seen the little lamp,” she said.
Then both were silent again.
(Adapted from Katherine Mansfield)
1 carpet f'kapit] — ковер; 2 stove — печь, плита; 3 ju g —

кувшин; 4 heighbourhood ['heibahud] — соседство; 5 pair
[реэ] — пара; 6 to punish ['рлшЛ — наказывать
186
24. Correct the following statements using the expressions: I’m
afraid that’s wrong; that’s not quite right; it’s true in a way;
I don’t think so; on the contrary.
(a) The school which the Burnell children attended was

a special one where they could mix with nearly all
• the rich girls of the place.
(b) The teacher liked the Kelveys and considered them
to be nice little girls easy to mix with.
(c) Kezia’s mother allowed the Kelveys to see the doll’s
house as she was a kind-hearted woman and liked
to mix with poor people.
(d) When Kezia saw the little Kelveys, she at once
invited them to see the doll’s house.
(e) Immediately after leaving the Burnell’s yard, the
Kelveys stopped in the middle of the road to exchange
impressions of the lovely doll’s house.
25. Read and analyse the functions of the verb to do (see RG

§ 6, 73): _______________________________________________
I He does his morning exercises every day.
We did the journey in 5 hours.
II Do you speak English?
How did she do that?
DO
III He does not want to speak to you.
I did not know her name.
IV Don’t go out!
Do be quiet!
V Yes, I do. No, we didn’t. So I did.
26. Read the sentences and say what functions the verb to do is
used in:
1. He always does his duty. 2. We do enjoy his company.

3. He lives in London, doesn’t he? 4. “They work hard,”
187
“Oh, do they?” 5. What does he do for a living? 6. Don’t
be afraid! 7. He did not decide what to do. 8. I do believt
you! 9. Did the medicine do you good? 10. He did all
the talking at lunch.
A 27.(a) Read the text and answer the questions:
The G reenw ich 1 O bservatory

Have you ever heard of Greenwich? Do you know
that Greenwich is the name of a town on the Thames
not far from the city of London? Have you heard of
Greenwich Observatory? When the weather is fine, Lon
doners and tourists often go out to Greenwich. They visit
the famous Observatory and walk through Greenwich
Park. The park goes up a hill and in clear weather there
is a wonderful view over Greenwich to London and the
Docks.
But why is Greenwich so well-known all over the
world? Because of Greenwich Observatory, you will say.
Many famous astronomers worked there, and the Green
wich meridian runs through the building. All the other
meridians are numbered East or West of the Greenwich
meridian. And the Greenwich Observatory clock sets the
time for all the other clocks in the world.
Astronomers and other scientists do not work at
Greenwich any longer, but it will always be a memorial
to the work of famous men. Today there is a museum
in the old Observatory which is open to the public.
At Greenwich you can also see a beautiful old ship,
one of the most famous old English sailing-ships. It is
called the С u 11 у S a г к. It stands on land and thousands
of people visit it every year.
1Greenwich ['grenitj]
188
Where is Greenwich?
What is there at the old Greenwich Observatory now?
What is the name of the old sailing-ship which stands
at Greenwich?
1. I mix him up ... his brother. 2. Nothing remains ...

me but to agree. 3. ... my shame I cannot remember
his name. 4. I was burning ... shame. 5. The rest ... the
group will meet ... the station. 6. The child burned his
hand ... the hot stove. 7. I was angry ... him. 8. You
will be punished ... what you’ve done.
(See the Key)
situations:
1. У вас выдался свободный вечер. Решите, как вы
можете его провести.
2. Ваша семья собирается в интересную поездку. Ва
шего брата послали купить билеты. Его долго не
было, и наконец он появляется.
3. Вы взошли на корабль, на котором вам предстоит
совершить поездку по морю. Вы идете в свою каюту
и, осмотрев ее, находите, что она уютная.
4. Вы сидите у окна в купе идущего поезда. Мимо
вагона проплывает озеро, а недалеко от озера —
небольшой холм с деревом на нем. Ваш отец, от
дыхающий на полке, спрашивает вас, что вы видите
за окном. Ответьте на его вопрос.
5. Вы собираетесь в туристский поход и перечисляете,
что вам потребуется в походе.
6. Вы прибыли в незнакомый вам город. Спросите, как
добраться до центра города.
7. Вы попали летом на рынок в южном городе страны.
Опишите, что вы можете увидеть на прилавках.
189
8. На рынке вы подошли к женщине, которая продает
молоко и масло. Вас интересует цена того и другого.
Ё 9 (d) Do the exercises of Task 27.
§3
28 . Retell the story “The Doll’s House” in short and say why the
schoolchildren’s parents did not want them to mix with the
Kelveys.
29 . Do the tasks:
1. Describe the little Kelvey sisters.

2. Imagine their life at home and at school.
3. Say what Else meant by saying, “I’ve seen the little
lamp.”
(1) Shame on you!

(2) Off you go!
(3) to make up one’s mind;
(4) as a result;
(5) on the contrary.
31. Read the text and explain what the flags of different countries
say:
W hat th e Flags Say
A flag is not just a piece of cloth. Very often it is
an experession of human hopes and ideals. Behind it is
the history of the country it represents, the past and
present of peoples, and very often their future too.
One of the oldest flags in the world is the British.
The national flag of Great Britain combines three crosses '.
190
Its crosses stand for the patron sa in ts 2 of old England,
Scotland, and Ireland. It symbolizes the union of these
countries and is called the Union Jack. Some historians
say that the British flag got the name of the Union Jack
from Jam es I, who early in the 17th century united
Scotland and England.
The American flag is called the Stars and Stripes 3.
The horizontal red and white stripes on the American
flag represent the original thirteen states that formed an
independent country in 1776. The stars on the flag —
white on a dark blue field — represent the number of
states making up the United States today. There are fifty
of them.
The Canadian flag consists of three vertical stripes,
two red ones to the right and left of a white stripe which
has a maple leaf4 in the middle.
The New Zealand and Australian flags are very much
alike. With the British flag in the top left-hand corner
the Australians show the stars of the Southern Cross in
white on a blue field, while the New Zealanders show
the stars in red on a blue field.
1 cross — крест; 2 patron saint ['peitron 'seint] — святой

покровитель;3 stripe — полоса; 4 maple leaf ['meipl 'li:f] —
кленовый лист
32. Read and learn the verse:
B ridges
Edith Segal
If I were a builder,
I’d make big bridges,
Bridges to far-away lands;
To Asia, to Africa, South America,
Bridges to Europe, Iceland, Iraq.
191
I’d walk round the world
To visit the people,
And when we shook hands
W e’d make little bridges.
33 . Read and use in situations:
n ecessa ry ['nessssri]: It is necessary to get prepared

for the test. I’ll come back if necessary. Was it
necessary for you to be present at the meeting?
sa tisfy ['saetisfai]: He is satisfied with his work. Nothing
satisfies him. The boy’s reply satisfied his father,
sm art [smart]: She bought a smart new dress as her
daughter’s birthday present. She is a smart girl. She
looked very smart in her school uniform. He thinks
it smart to do it.
com pany ['к л т р э т ]: His father has been working with
this company for 10 years. I enjoy his company. I
shall keep you company. I shall come with you for
company.
p o sitio n [pa'zijn]: From this position at the window he
could watch the parade. Put yourself in my position.
He is a man of high position. The country’s economic
position was very poor,
em p loy [im'pbi]: The factory employs 500 men. He
employs a new method of work. His hobby employs
much of his time,
w h ole [houl]: He has been ill the whole week. Did you
read the whole book? They sold the whole of the
house.
q u a lity ['kwoliti]: She has many good qualities. The
quality of that singer’s voice is beautiful. He has all
the qualities of a successful journalist.
3 4 . Read and analyse the functions of the verbs shall and will
(see RG § 6, 74, 75):
192
I I shall be glad to help you.
Shall I come in or shall I wait outside?
II I said that I should come back soon.
SHALL I didn’t think I should see him again.
III If I were free tomorrow, I should come.
I should have bought the book if I had seen it.
IV We should leave right now.
Should he come here tomorrow?
He will do as he is told.
Will he be staying with us?
II Will you close the window, please?
Sit down, will you?
WILL III Would you come in, please?
Would you like a cup of tea?
IV She told me she would be there.
We wondered if he would be on time.
If he were here he would tell you himself.
If you had helped her, she would have done it.
35. Read the sentences and say what functions the verbs shall
and w ill perform:
1. If you helped them, they would finish the work much

sooner. 2. He should be here by 5 o’clock. 3. I should
not do that sort of thing if I were you. 4. He said that
she had promised she would be there. 5. Should I write
or phone? 6. I’ll open the door, shall I? 7. He will help
us, won’t he? 8. Won’t you have some tea? 9. I wondered
whether he would object. 10. If you had left yesterday
you would have got there by Tuesday.
7 Тпк. 75 193
A 36.(a) Read the text and say what you have learned from it.
L ondon B uses
There are two main kinds of buses in London: the
red double-decker 1 and the red single-decker 2.
There are a large number of ro u te s3 in London. The
main places the bus goes to are shown on the front of
the bus.
Some double-deckers in London have automatic doors,
and you pay the driver when you go in. On the single
deckers you buy your ticket from a machine in the bus.
These buses travel between the main stations and stop
at fewer stops than the double-deckers. But most London
buses have a conductor, who will come round and collect
fares. Double-deckers have seats for 65 people. Only five
people are allowed to stand when the seats are full. So
the conductor may stop you getting on the bus if there
are five passengers already standing.
You can get a bus map of London at most underground
stations. This map shows the routes for all the buses.
But you will have to find the bus stop yourself. And
remember to look for the number of the bus on the p o st4
at the bus stop. You must do so because in a busy street
there may be four of five bus stops close together.
1 double-decker ['dAbl 'deko] — двухэтажный автобус;

2 single-decker ['siggl 'deka] — одноэтажный автобус;
3 route [ru:t] — маршрут; 4 post [poust] — столб.

1. He kept our ... while the parents were out. 2. He
does only what is ... 3. I’m ... that we have done all we
can. 4. We are going to have a party tonight: put on
something ... 5. He has held a high ... with this company.
6. He was a man of many good ... 7. 10,000 men are
... by this big company. (See the Key)
(с) Write down in English what you would say in the following
situations.
1. Вы заболели и сообщаете по телефону товарищу,

что должны лежать в постели и в школу не пойдете.
2. К вам пришел врач, и на его вопрос о том, как вы
себя чувствуете, вы сообщаете, что у вас высокая
температура и болит голова.
3. После визита доктора вы просите сестру взять
рецепт, пойти в аптеку и получить лекарство.
4. Вам поручили купить лекарство в аптеке. Вы
приносите лекарство домой и сообщаете, что его
нужно принимать по таблетке четыре раза в день.
5. Скажите, почему вы не любите ходить к зубному
врачу.
6. Скажите, во что был одет врач, которого вы посетили
некоторое время тому назад.
7. У вас кашель, вы простудились. Скажите, как часто
вам нужно принимать лекарство в течение дня.
8. На улице у школы вас спросили, как пройти к
аптеке, и вы объясняете, куда идти и где свернуть,
чтобы попасть туда.
(с) Do the exercises of Task 28.
§4
37. Read the text and say what kinds of hobbies are popular in
Britain:
T heir H obbies
One of the commonest everyday pastimes in Britain
is a walk round the shops or through the park. Wives
especially, and many husbands too, love “window-shopping”
in a busy commercial district. It means that they like
to look at the things which are displayed 1 in the shop-
195
windows. And they wish they had enough money to buy
them. Window display is an art, and big stores have
specialists, “window-dressers”.
Perhaps the commonest hobby of all is gardening.
M ost British houses have a small garden at the back.
And many people, particularly men, are fond of gardening.
As well as gardening, many men enjoy repairing2 the
house or the family car, particularly if it is an old one.
M ost British schoolboys have a hobby of some kind.
It is often something technical. They are interested, for
example, in motor cars, aeroplanes and rockets, or ships,
or trains, or computers.
Others are more interested in nature, especially birds.
Bird-watching is another hobby in Britain.
1 display [dis'plei] — выставлять; показ; 2 repair [ri'pea] —

ремонтировать, чинить
3 8 . Read and do:
1. Discuss with your friend the ways school students

use their time after school and say what the youth
of today are interested in.
2. Ask your classmates what they are interested in,
whether their hobby is listening to and enjoying clas
sical or pop music, and whether they enjoy going to
the dancing parties or discotheques.
3. Explain why keeping animals as pets is so popular
now. Give examples to illustrate what you say.

1. How do you spend your out-of-school time?
2. Do you have any hobby?
3. What isyour favourite hobby?
4. How do you save time for your hobby?
5. What does it give you?
196
6. What are your friends’ hobbies?
7. Do they often go to the disco?
8. Are their hobbies interesting to you? Why?
4 0 . 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 steps you take to get better prepared; if you
know the time-table of your examinations; how you do your
English to prepare better for the examination.
41. Read the story and say why Johnny is happy. Note the
pronunciation of the names: Johnny [Мзэш], Archie ['cutfi],
Hyndim ['hindim], Leadem ['li:dim], Ella ['eta], Casside ['kaesaidj;
Benson ['bensan]; Middleton ['midltan]; Dominick ['domanik],
Anthony ['aeritani].
Coming of Age
Johnny was getting on in years now. A few days before
his fourteenth birthday, he could manage to read, missing
the biggest words, the stories in the magazine “The Boys
of London and New York”, and different penny adventure 1
books, when he had the penny to buy one of them. So if
you ask me, he knew nearly as much as it was necessary,
and he was ready to take his place in the world and do
some work as soon as he could get a job.
Every day Archie, his elder brother, looked through
the “Situations Vacant” column in the daily newspaper
trying to find some work for Johnny.
Early on one fine morning in April, Johnny was
woken up by his mother.
“Get up,” she said, “get up like a good boy. Archie
has just found the very thing for you.” Johnny slowly
opened his eyes.
“Get up, get up, m an,” said Archie, “and when you
have washed your face, you’ll be better able to understand
what I’ve got to say to you.”
197
Johnny got up, dressed, and washed his face, then he
sat down by the fire to listen to what Archie had to say.
Archie opened the newspaper and read out:
♦ A smart and honest boy is wanted. One just

finished school preferred. Apply by letter to Hyndim,
Leadem & Co. Henry Street, Dublin._______________
“You see,” said Archie, “the best job for you. A fine
big firm, the biggest in the whole city.”
“Now you run down to your sister Ella and ask her
to write a letter for you, applying for, the job, and another
letter from her as a school-teacher, saying that Johnny
was a good boy and most attentive at his lessons,”
advised Archie. “Let her just sign it E. Benson, so as
not to show that it was written by a woman.”
“And I’ll ask Mrs Middleton, our neighbour, to loan2
her boy’s new coat to Johnny,” said his mother.
Johnny put on his old coat and quickly went to his
sister’s. When he came to his sister’s he told her what
his brother had read from the newspaper and what she
had to do for him.
In a hurry she washed her hands and began writing.
When the first letter was written, she gave it to Johnny
to copy. Johnny very slowly and with great care wrote
out the following:
Dear Sirs,
D kave seen in today's newspaper tkat
you»* firm is in need of an konest and smai*t
boy, and tkat you prefer one tkat kas just
finisked sckool. ZJ venture 3 fo say tkat Z)
kave just left sckool, ZJ wisk to offen myself
as a candidate for tke position.
Very respectfully yours
3okn Sasside
198
Ella then wrote another letter:
S t сУНмпу/ s/ cyiatiana£' ScAoot

ominich/ Staeet
*%he/ (шглел/, ^ ohn ''Qassido, has/ leem a p u p il
uv this/ school, dwiiny/ wJiicA pe/viod 9 have/ always/
fyand him/ a/ smavt, honest/ and foo d haw, and, a t
a lt times/, nost attentive/ to his/ studies/. V fyel swvc
he/ m itt penfyctfy/ satisfy/ any/ em ployee wAa w ilt
yive/ him/ a/ pit/ to da.
CS>. B en son , School-^Seachen/
Johnny hurried home with the letters; there he put
on the almost new coat, loaned to his mother by M rs Mid
dleton, and quickly ran out again to find the firm.
He walked down several streets, where crowds of
people were coming out and going into shops. At last
he saw the board4 with the names of Hyndim and Leadem
on it.
He entered the great shop and asked a clerk where
he could hand in a letter that answered the advertisem ent5.
He was told that when he passed the door at the far
end of the shop, he would find Mr Anthony who would
read the letter.
M r Anthony was in a little office full of windows,
so that everything everywhere could be seen from it.
Johnny, with his cap held respectfully under his arm,
handed the two letters to this man.
Mr Anthony took the letters from Johnny, read them
silently, and looked at Johnny. Johnny was glad that he
had a new overcoat on him.
“You are Irish, young man, are you not?” he asked.
“Oh, yes, of course, sir,” answered Johnny.
“Well, we’ll try you,” said Mr Anthony. “You can
start tomorrow morning. Hours, eight till six; wages 6,
199
three shillings and six pence a week, rising, of course,
every year. Now you can go.”
(Adapted from Sean O’Casey)
1 a d v en tu re [ad'ventja] — приключение; 2 to loan [loun] —

давать взаймы; 3 ven tu re ['ventjs] — осмеливаться; 4 board
[bo:d] — доска; 5 ad vertisem en t [ad'vaitismant] — объявле
ние, реклама; 6 w ages ['weid3izj — заработная плата
1. Why do you think Johnny was ready to do some work?

2. How did Archie find a job for Johnny?
3. What letters did Ella, Johnny’s sister, write?
4. Why did she sign one of the letters as a school-teacher?
5. Why did Johnny copy the other letter?
6. Why did Johnny’s mother ask her neighbour to loan
a new coat to Johnny?
7. How did he find the firm?
8. Why was Johnny happy to get the job?
4 3 . Read and analyse the functions of the verb can (see RG § 6, 76):
I I can run faster than you.

Can you come tomorrow?
II You can go now.
Can I have the butter, please?
III She could read when she was four.
Where could he be yesterday?
IV Could you open the door, please?
Could I speak to you?
V He said he couldn’t come that day.
I asked him when it could be ready.
VI He could go if he wanted to.
I could have come if you had told me earlier.
200
4 4 . Read the sentences and say what functions the verb can is
used in:
1. She couldn’t speak any Russian at that time.

2. Mummy says we can’t swim today. 3. I knew it
couldn’t be true. 4. I could have done it if I had more
time. 5. It can be very cold here in May. 6. I couldn’t
come because I was very ill. 7. Could I use your telephone?
8. Could I have the salt, please? 9. If it stopped raining,
we could go out. 10. We could have gone to the cinema
but we decided to stay at home.
▲ 4 5 .(a ) Read the text and describe what can help you (or a visitor
from another country) to get to the station that you need:
The Underground in London

There are more than 250 underground stations in
London and the suburbs *. In the centre of London, you
are never more than a few minutes’ walk from an un
derground station. You can recognize an underground
station by the illuminated sign outside.
You have to buy your ticket before you get on the
train. You can buy it either from a ticket machine or at
the ticket office. At many stations of the underground,
tickets are checked automatically. If you go down to the
trains on the escalator, remember to stand on the right
so that people can walk down on the left.
Look at an underground map to decide where you
want to go. There is an underground map in every
underground station. And every carriage on the train has
a map of the route 2 that the train follows.
Trains run until about midnight from the central area
of London. You can see where the trains are going from
the front of the train. Ask one of the station sta ff3 if
you are not sure; follow the signs for the line you want.
201
M ost trains stop at all stations, but some stations
are closed at weekends.
1 suburb ['sAb3:b] — окраина, пригород; 2 route [ru:t] —

маршрут; 3 staff [stcuf] — персонал
(b) Put in. prepositions and copy out the sentences:
1. He spent a l o t ... time ... the company ... the travellers.

2. It is not necessary ... you to come. 3. The teacher
was satisfied ... the results ... the test. 4. She is too
smart ... me. 5. This put me ... a difficult position.
6. How do you employ yourself ... the evenings? 7. They
sell meat ... a very high quality. 8. ... the whole he was
quite satisfied ... the work.
(See the Key)
(c) Write in English what you would say in the following situations.
1. У вашего товарища день рождения. Вы приносите

ему подарок и поздравляете его.
2. 1 января вы встречаете друга (подругу) и поздрав
ляете его (ее) с Новым годом.
3. Вы пригласили к себе в гости товарища, а он не
знает, как к вам добраться. Объясните ему это по
телефону.
4. Вы говорите с товарищем по телефону. В это время
кто-то звонит у двери, а в квартире никого нет.
Это, наверное, почтальон. Попросите друга подо
ждать минутку и объясните ему, почему.
5. Вы идете вечером домой из школы и по пути встре
чаете вашу соседку, которая хочет знать, дома ли
ваши родители. Сообщите ей, где могут быть в это
время ваши родители.
6. Вечером у вас выдалось свободное время, и вы
202
спрашиваете, что идет в кино, театре, цирке и других
местах.
7. Вы сидите за обеденным столом с родителями. Вам
трудно дотянуться до хлеба и соли. Попросите кого-
либо передать их вам.
8. Вы побывали на рынке. Опишите, что вы там видели
на прилавках.
£ 0 (d) Do the exercises of Task 29.
§5
1. Describe how Victory Day is celebrated in our country.

2. Say what Victory Day means to you.
3. Ask your classmates whose grandparents are veterans
of the Great Patriotic War, what they do on Victory
Day.
47. Read the text once and discuss the story with your deskmate:
They Fought Together

World War II veterans of the Murmansk port re
member well the difficult times of the war and the
solidarity of Soviet and American seamen in transporting
equipm ent1 needed in the fight against fascism.
The North Atlantic, as it is known, was the shortest,
but also the most dangerous, transport route 2 from the
countries of the anti-Hitler coalition to the Soviet Union.
No less dangerous was the route of allied 3 ships from
Medvezhy (Bear) Island to the Kola Gulf where they
were unloaded4, under the endless attacks of nazi aircraft.
203
War materials, the fruits of US workers’ labour, came
into the hands of M urmansk’s dock workers, who risked
their lives unloading the ships.
Much was said about the friendship of the Soviet
and US workers, the solidarity of seamen and dock
workers on both sides of the Atlantic, at a meeting in
Murmansk of the port’s veterans and of representatives
of the allied countries, devoted to the anniversary of the
victory over nazism. At Murmansk military cem etery8
delegations of the allied countries put flowers at the
! graves 6 of the American and English seamen that had
fallen fighting in World War II.
“The best monument to those who fell in battle,”
said a veteran Murmansk citizen, “will be our struggle
for peace and friendship among peoples.”
(Adapted from the Daily World)
1 equipment [i'kwipmant] — снаряжение, оборудование;

2 route [ru:t] — маршрут; 3 allied ['aelaidj — союзный; 4 to
unload Un'loud] — разгружать; 5 cemetery ['semitri] —
кладбище; 6 grave — могила
4 8 . Read and explain the phrases from the story “Coming of Age”:
(a) He could manage to read, missing the biggest words,

the stories in the magazine “The Boys of London
and New York”.
(b) A smart and honest boy is wanted. One just finished
school preferred.
(c) Let her just sign it E. Benson, so as not to show
that it was written by a woman.
(d) Johnny hurried home with the letter; there he put
on the almost new coat, loaned to his mother by
Mrs Middleton, and quickly ran out again to find
the firm.
204
(e) Johnny was glad that he had a new overcoat on
him.
4 9 . Read the text and say what place fashion takes in the life of
young people:
Clothes and Fashion of the Young

“Which is the boy and which is the girl?” you may
say, walking behind two long-haired young people in a
. London street. Your question may arise 1 from the fact
that the young people are both dressed in jeans and
sweaters. A parent may say “I’m surprised so many girls
don’t trouble to dress up when they go out with their
boy-friends.” But another may answer that is the way
they show they are as independent as men.
But the statem en t2 that girls do not trouble to dress
up is not correct. Most British girls today take a lot of
interest in clothes and enjoy looking attractive3. In fact,
they think much more about fashion thafi their mothers
did twenty or more years ago. Not so long ago English
women had the reputation for being amongst the worst
dressed women in Europe. English men have always had
the reputation for being smartly dressed.
During the 1960’s fashion shops for young people
were opened all over Britain, and London became the
world’s most important fashion centre for the young.
More than half of the ten million foreign tourists who
come to Britain every year are under thirty, and most
of them never go further than London. Not only the girls
go shopping. The boys go to Kensington, and also to
Chelsea to visit the famous fashion shops of these two
districts of London.
It is possible today to dress well without spending
a lot of money. Many shops sell clothes which are both
cheap and modern. You would find it difficult to guess
205
from their clothes the social background 4 of the young
people you see in the streets.
1 arise [a'raiz] — возникать, появляться; 2 statement

['steitmont] — высказывание, утверждение; 3 attractive
[a'traektiv] — привлекательный; 4 background ['baekgraund] —
происхождение
5 0 . Read and do;
1. Look at the pictures and say what you think of the

fashions.
2. Discuss with your classmates what is in fashion now.
51. Read and solve 1 the riddles 2:
Merry Riddles
1. What is white when it’s dirty and black when it’s
clean?
2. What has two arms and four legs?
3. What goes up when rain comes down?
4. What man wears the biggest hat?
206
5. What islands are good to eat?
6. What do you have to do before you can get off the
train?
7. What do you usually see people eat their soup with?
8. Why is E the most important letter?
(See the solutions3 on page 212)
1 solve — решать; 2 riddle — загадка;

3 solution [sa'lu:fn] — решение, разгадка
52. Read and analyse the functions of the verb may (see RG
§ 6, 77):
I You may come in.

May I leave the'table? No, you may not.
II It may (might) rain.
For how long may she be away?
III She was afraid she might be late.
He asked if he might leave the book for him.
IV If he were better, he might take part in the
competition.
He might have arrived in time if he had left
earlier.
53. Read the sentences and say what functions the verb may is
used in:
1. May I introduce Mr Smith? 2. She was afraid she

might catch a cold. 3. He might have come if he had
had a car. 4. She may be shopping. 5. I hoped he might
come. 6. It might be true. 7. He arrived at 6, or it may
have been a bit later. 8. May I trouble you to pass me
the salt? 9. He was told that he might take the book
with him. 10. You may watch TV now.
207
A 5 4 .(a) Read the text and say what you have learned from it:
A Green Island
Ireland is often called the Emerald Isle 1 because of
its beautiful green fields. Ireland is not very cold in
winter. As it is the most western land of Europe, it is
the first to meet the warm waters of the Gulf Stream.
And the Irish people say that Ireland must be the cleanest
place in the world because rain washes it every day.
Hundreds of years ago the main occupation of the
people in Ireland was cattle-raising2. They built their
homes in the countryside, and there were no towns and
villages. Even now the only really large cities are Dublin
and Belfast. There are few other big towns in Ireland.
Only twenty-two have populations over ten thousand
each. A small town with a population under five thousand
is the rule.
The history of Ireland has not been peaceful. The
Irish people very often had to fight for their land.
Ireland was under British rule 3 for hundreds of years.
It was only in 1921 that the Irish Free State was set
up as a British dominion, with Dublin as its capital. In
1949 Ireland became a republic — Northern Ireland went
on to be part of the United Kingdom of Great Britain.
This part is called Ulster, its capital is Belfast.
The people of Ireland speak English and Irish; all
Irish people can use English.
1 Emerald Isle ['emarald 'ail] — Изумрудный остров;

2 cattle-raising ['kaetl 'reizig] — разведение скота; 3 rule
[ru:l] — правление, господство
(b) Put in the verbs into the correct form and copy out the letter:
208
сШ о&(хшр,
Ш оу/ 15, 1997
&)еал/ сШап1па,
to finish <sAs yon know/, 9 ... the/ ^Sleoenth/
to decide, to leave th is yea/v and 9 ... to ... school
and go to/ wonk at/ a radio/ factory/. сУУ1у/
to finish, to want friend has/ a lso /... school, hut/ she/... to/
епЬел/ the/ ^Mistony/ facu lty/ op ‘Iftoscow/
to take <~ttnioensUy/. Sh& ... pant in a ^-^Cistony/
to get, to take competition/ and ... second/ place/, so/ she
is/ going/ ... the/ entrance/ examinations
to go, to have, иедп soon/. She/ ... to find out/ what/
to begin subjects/ she/ ... to take/ and when/ the/
examinations ...
to plan sAnd what/ ... you/ ... to do? ... you/ to
to go, to study, continue/ ... or/ ... you/ ... to go to a
to prefer factory/ like/ me/?
to think, to work, 9 ... it/ челу/ good ... firsi often/ school,
to be able, and penhaps v ........ to ... an institute/
to enter laten/.
to hope, to write, 9 ... you/... soon and ... m e/what/you/
to tell, to plan аде/ ... to do.
to be, to be 9 ... in good health/ and 9 hope/ you/...
too.
aVfou/is truly/, cytina
situations:
1. Ваш товарищ принимает участие в спортивных со

ревнованиях. Вы на стадионе, и его вызывают на
беговую дорожку. Что вы ему пожелаете?
2. Вашего товарища постигла неудача, и он не смог
победить на спортивных соревнованиях осенью. По-
209
советуйте ему подготовиться и попытаться улучшить*
свои результаты весной.
3. Вы встречаетесь с другом, который учится в Ц
классе другой школы и которого вы давно не видели:
Поинтересуйтесь, куда он собирается идти после
школы.
4. Вас спрашивают, какие из экзаменов вы считаете
трудными для себя. Ответьте на этот вопрос.
5. Вас спросили, какие оценки вы надеетесь получить
на выпускных экзаменах по различным предметам,
и вы отвечаете на вопрос.
6. В вестибюле школы вас спросили, как пройти в
учительскую и к директору. Объясните это.
7. Посмотрите на ваше расписание уроков и выберите
день для проведения занятия кружка. Обоснуйте
свой выбор.
8. Вы с другом (подругой) стоите у витрины магазина,
где выставлено несколько костюмов (платьев) и,
предварительно описав два из из них, спрашиваете
у него (нее), что для выпускного вечера ему (ей)
нравится больше.
§6
6 5 . Read the fable and say what moral you can draw from it:
The Tiger Who Wished to be King

One morning the tiger woke up in the jungle and
told his wife he was King of beasts *.
“Leo, the lion, is King of beasts,” she said.
210
“We need a change,” said the tiger. “I’ll be King of
beasts by the time the moon rises. It will be a yellow
moon with black stripes, in my honour.”
“Oh, sure,” said the tigress as she went to look after
her young.
The tiger walked through the jungle till he came to
the lion’s d en 2. “Come out,” he ro ared 3, “and greet the
King of beasts! The King is dead, long live the King!”
Inside the den, the lioness woke her husband.
“The King is here to see you,” she said.
“What King?” he asked, sleepily.
“The King of beasts,” she said.
“I am the King of beasts,” roared Leo, and ran out
of the den to defend the crow n4.
It was a terrible fight and it lasted until the setting
of the sun. All the animals of the jungle joined in, some
taking the side of the tiger and others the side of the
lion. Some animals did not know which they were fighting
for, and some fought for both, and some fought whoever
was nearest, and some fought for the sake of fighting.
“What are you fighting for?” someone asked one of
the animals.
“The old order,” he said.
“What are you dying for?” someone asked another
animal.
“The new order,” he said. '
When the moon rose, all the beasts were dead except
the tiger, and his days were numbered.
MORAL: You can’t very well be King of beasts if
there aren’t any.
(Adapted from James Thurber)
1 beast — зверь; 2 den — логово; 3 ro ar [гэ:] — реветь, ры

чать; 4 crown ['kraun] — корона
211
5 6. Look at the picture and say what y o |
think about the idea of disarmament*
expressed in this drawing.
1 disarm am ent [dis'amomont] — разо

ружение
Drawing by Liza
Chvoshevskaya, aged 57• Write 3 short composition describing your
14, from St. Petersburg final sch° o1 Уеаг-
58 . 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 what you feel and think at the end of the school year.
(A little sorry; the last year at school; science;
industry; to like to specialize in; after leaving school;
to be of help to others; the best way to prepare
for examinations.)
2. Some of the eleventh-formers are still discussing their
future trade or profession because they haven’t yet
decided this important problem. Discuss what roads
to work or to further special education are open to
school-leavers.
Solutions to the riddles

(see page 206)
1. A blackboard. 2. An armchair. 3. An umbrella. 4. The
one with the biggest head. 5. The Sandwich Islands.
6. Get on it, of course. 7. Your eyes. 8. Because it
comes first in “everything”.
5 9 . Read and discuss.

Discuss with your classmates your final decision what to
do after school: recall what you said at the beginning of
212
the year; compare it with what you think now, and say
if you are sure this is the right road for your future.
60. Read and do:
You and your friends have gathered to discuss the or

ganization of your graduation party. You plan it together
and discuss the way you are going to celebrate this
memorable 1 day.
1 m emorable ['тетэгэЫ ] — памятный, незабываемый
61. Read and analyse the functions of the verbs must, let, need
(see RG § 6, 78, 79, 80):
I I must return the book.

You m ustn’t do that.
MUST
II He must be there by now.
The children must be playing in the yard.
I I’ll let them know about that.

Will you let me off at the next stop?
LET
II Let us take a walk.
Let him wait.
I It’s just what I need.

I didn’t need to be told twice.
NEED
II You needn’t worry.
Need we wait for him?
62. Read the sentences and say what functions the verbs m ust,
let, and need are used in:
1. I must say I was surprised. 2. You m ustn’t tell anyone
about it. 3. Let me know what time you are coming.
213
4. You only needed to ask. 5. Let me see... Where did
I put it? 6. Let us see what can be done. 7. He must
have forgotten about the meeting. 8. He must be studying
hard at the moment. 9. M ust you go so soon? 10. You
needn’t go so early, need you?
6 3 . Read:
A W o rd in C o n c lu sio n 1
Here we are at the end of another year’s work and
you have finished your eleven years’ schooling. When
the final school bell rings, you will thank your teachers
for all their help and the good training they have given
to you.
And what about the future? First of all you will have
to take exams. Of course, everybody wants to do well
in the exams and receive excellent marks. To pass an
exam well you must know both what you learned earlier,
and what you have learned this year. Now is the most
suitable time to revise the old material, therefore your
teachers are giving you revision lessons in the examination
subjects. Your main task now is to be well prepared for
each exam.
And what are you going to do when the exams are
over? This is a very important question. If you have not
yet chosen a road in life, you have only a little time to
decide.
You know, of course, that school-leavers can enter
an institute, or a technical school. On the whole, it is
better to learn a trade first and work for some years
before entering an institute. As a rule, professional training
makes studying at an institute easier and you can prepare
yourself for student life full of knowledge and new
experience 2.
214
As you know, our country needs a lot of young
specialists. So we wish you every success in your future
work for the benefit 3 of your Motherland.
1 conclusion [кэп'к1и:зп] — заключение; 2 experience

[iks'piarions] — опыт; 3 benefit ['benifit] — благо, польза
6 4 . Read and check yourself:
The Purpose of School

(by L. A. Hill)
If you ask yourself why children go to school you’ll
probably say that they go to learn their own language
and other languages, arithmetic, geography, geometry,
history, science and all other subjects. That is quite true:
but why do they learn these things? And are these things
all that they learn at school?
We send our children to school to prepare them for
the time when they will be big and will have to work
for themselves. They learn their own language so that
they will be able to tell others clearly what they want
and what they know, and understand what others tell
them. They learn foreign languages in order to be able
to benefit from what people in other countries have
written and said and in order to make people from other
countries understand what they themselves mean. They
learn arithmetic in order to be able to measure and count
things in their daily life, geography in order to know
something about the world around them, and history to
know something about human beings they meet every
day. Nearly everything they study at school has some
practical use in their daily life, but is that the only reason
why they go to school?
215
No. There is more in education than just learning5
facts. We go to school above all to learn how to learn,
so that, when we leave school, we can continue to learn.
A man who really knows how to learn will always be
successful, because whenever he has to do something
new which he has never had to do before, he will rapidly
teach himself how to do it in the best way. The uneducated
person, on the other hand, is either unable to do something
new, or does it badly. The purpose of school, therefore,
is not just to teach languages, arithmetic, geography,
etc., but to teach students the way to learn.
accept v indeed adv satisty v

allow v increase n, v save v
altogether adv line n secret n
amount n marry v sense n
amuse v m atter n, v share n, v
angry a mix v shoot v
bear v necessary a sign n
beg v noise n silence n
bum v particular a size n
cheer v, n position n slight a
company n quality n smart a
connect v rate n spoil V
crowd n remain v suggest v
cut v, n reply n, v suppose v
employ v rest n, v sure a
exactly adv rub v use (to) v
fast a sail n, v weight n
fear n, v same a whole a
216
Вы должны уметь:
р а с с к а з ы в а т ь , как провели зимние каникулы, как
отмечали праздники, которые пришлись на второе
полугодие, о своем родном городе (селе), об увиден
ном, услышанном, о содержании страноведческих
текстов;
с о о б щ а т ь о подготовке к выпускным экзаменам, о
планах на будущее и о выборе профессии;
о п и с ы в а т ь события и праздники, которые пришлись
• на второе полугодие, а также ситуации, связанные
с тематикой предыдущих лет обучения;
о б с у ж д а т ь проблемы, связанные с жизнью в семье
и в школе, поступки людей и отношения между
людьми, решения относительно выбора профессии
и жизненного пути, впечатления о событиях в жизни
страны и местные события, впечатления от увиден
ного, прочитанного и услышанного;
р а с с п р а ш и в а т ь о зимнем отдыхе и зимних ка
никулах, о праздниках, которые пришлись на вто
рое полугодие, о событиях в школьной жизни, о
планах на будущее, о выборе профессии и об
экзаменах;
б е с е д о в а т ь по темам бытового и общественного
характера, освоенным в предыдущие годы обучения;
п о н и м а т ь все это в речи собеседников, а также
понимать сообщения и краткие тексты в изложении
учителя;
п о н и м а т ь и о б о б щ а т ь употребление в речи при
частий настоящего и прошедшего времени и при
частных оборотов, а также глаголов to be, to have,
to do, shall, will, can, may, must, let, need;
ч и т а т ь и п о н и м а т ь усвоенные устно слова и
выражения;
217
д о г а д ы в а т ь с я при чтении о значении интернацио
нальных слов;
ч и т а т ь в с л у х и п о н и м а т ь литературные, а так
же тематические тексты и диалоги, построенные на
усвоенном языковом материале;
ч и т а т ь п р о с е б я и п о н и м а т ь страноведческие
тексты, короткие рассказы и отрывки из произве
дений английских авторов, прибегая в случае необхо
димости к словарю.
Part II
W O RD S AND EXPRESSIONS
(Тематический словарь)
I. Person
man, woman, girl, boy, child (children), young, old, middle-
aged, age, tall, short, thin, strong, weak, healthy, head,
hair (dark, fair, black), face (round, oval), nose (long, short,
straight, turned-up), lips (red, full, thin), eyes (large, small),
ears, hands, arms, legs, feet, foot (right, left); nice, good-
looking, pretty, lovely, beautiful;
dress, blouse, skirt, tights, socks, shoes, boots, jeans, shorts,
shirt, T-shirt, trousers, pullover, jacket, suit, scarf, tie, hat,
cap, coat, raincoat, winter coat, bag, handbag, case; to
wear, to put on, to take off, to fit, well-dressed, fashionable,
in the latest fashion, old-fashioned;
character, nature, manner, to behave, good, bad, kind,
friendly, polite, fair, helpful, honest, quiet, merry, serious,
clever, dull, normal, active, passive, careful, careless,
truthful, (un)pleasant, proud, strange, typical of, good friend,
fine fellow, to change, to improve, to be able to, to be
good at, ability, hobby, to be born, in the family of, at the
age of, to live, life, birthday, birthday party, birthday present,
grown-up, to spend, childhood, to move to, to go to school,
ninth-former, student;
He is my age. I’m 14 year old. W hat’s he like? I can’t
stand him. I like him (her). That’s like him. He is hopeless.
Happy birthday to you. I wish you many happy returns of
the day.
219
II. House
to live, in the city, town, village, country, address, street,
house, flat, block of flats, on the ground floor, on the first
floor, lift, stairs, upstairs, downstairs, hall, corridor, living-
room, dining-room, bedroom, children’s room, kitchen,
bathroom, balcony, gas, electricity, hot water, to turn on
(off), to put out the light;
room, bed, wardrobe, mirror, carpet, floor, wall, corner,
door, window, curtain, table, sideboard, chair, armchair,
sofa, picture, vase, lamp, radio, video, TV set, record-player,
computer, telephone, cupboard, refrigerator, yard, garden,
flower bed, kitchen-garden, garage
III. Fam ily

family (large, small), (four) people in the family, father,
mother, parents, grandfather, grandmother, grandparents,
daughter, son, (elder) brother, (younger) sister, husband,
wife, baby, aunt, uncle, child, relative, 14 years old; grown
up; to look after, to bring up the children, to work (at the
office, at the factory, on the farm), to work as (a doctor,
engineer, teacher), housewife, pensioner, to go to school
(college, university, institute), to have friends, to invite to,
to have a party, to congratulate, a job, to be at work (at
school), to work hard, to take care of, to do one’s best,
to love, to be happy
IV. My Day
to get up, to make the bed, to do morning exercises, to
clean one’s teeth, to wash one’s face and hands with cold
water, to dry oneself, to have a bath, to take a shower,
to do one’s hair, to go to school, to have lessons, to come
back home from school, to cook, to prepare breakfast
(dinner, supper), to do homework, to wash up, to wash
the dishes, to lay the table, to do the room, to dust, clean
the things, to do the housework, to help about the house,
220
to water the flowers, to buy food, to look after the small
sister (brother), to read books, to go for a walk, to watch
TV, to play, to meet friends, to go to bed, to sleep well
V. M eals
to be at table, to have breakfast (dinner, supper), to have
tea (coffee), to drink milk (coke, juice, mineral water), to
eat soup, meat, fish, sausage, porridge, cheese, egg, salad,
butter, bread (white, brown), cake, sugar, ice-cream, sweets,
chocolate, salt, jam, chips, cornflakes, vegetables, potato,
tomato, cucumber, cabbage, fruit, apple, lemon, orange,
banana;
dish, plate, cup, glass, spoon, fork, knife, a piece of, a
spoonful, a teaspoonful of, cafe, restaurant, bar, menu,
waiter, to order pizza;
Help yourself to the salad. Pass me the salt, please. I have
had enough, thank you. Some more cake? It’s lovely (nice)!
W e’ll have fish and chips, please. I can’t possibly eat any
more.
VI. School
to receive school education; to go to school; to learn different
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 society (circle, club); to make
reports; to help, to organize evening parties; to take part
in school life; to go on an excursion; to work in aworkshop;
to get marks; to get a four (five); to clean the classroom;
to take part in sports competitions, to attend school, to
study school subjects, to be in the 10th form, to teach
(train, instruct), time-table, record-book, schoolmate,
classmate, first term, to have winter holidays;
to work hard, to be good at, to do well, to make progress,
to improve, to take an examination, to pass the examination,
221
to fail the examination, to go up to the next form, to g0
to the music school;
to learn by heart, to practise a speech, to read texts, to
take notes, to write a dictation (a composition), to do a
translation, to look up a word (expression) in a dictionary,
to do a problem (one’s task, homework), to make mistakes,
to correct the mistakes, to get good marks;
The bell has gone. The lesson is over. How are you getting
on? I’ve got (a) 5 for my English.
VII. My Town (V illage)

is situated; large city; is big (small, new); there are several
districts; Town Hall (District Administration); industrial;
factories, offices; modern; monuments, hospitals, post-offices,
museums, palaces, shops, libraries, theatres, cinemas,
concert-halls, flower gardens (parks, squares, stadiums);
(not) far from; is a district (region) centre; is a railway
station (underground station), is a sea (river) port; by bus
(tram , trolleybus); the name of the village (town) is;
countryside, cottage, cattle-farm; pig-farm; tractors, combine-
harvesters, agricultural machines; to help to gather the
harvest (to pick up fruit); to work in the kitchen-garden;
to learn to become combine-operators (lorry-drivers); to go
to the village club
VIII. Rest. Entertainm ent

to be (go) on holiday; a month’s holiday, to go to the
country for one’s holidays, to spend one’s holidays in the
country (at the seaside), to camp out, to put up a tent,
to have a camp-fire (a picnic), to sleep in the open; to go
on an excursion, to have a party; to go to the picture
gallery, museum of fine arts, work of art, artist, painter,
to draw (paint), drawing (painting), to collect, collection;
to go to the theatre (cinema, concert, circus), actor, actress,
to play the part of, talented, famous, popular singer, pop-
222
music, pop-group, to play an instrument (the piano, the
guitar), classical music, jazz; opera, tragedy, comedy,
theatre-goer, spectator, bill, box-office, to buy a ticket,
stage, orchestra, stall, hall, box, gallery, interval, audience,
to applaude, applause, to see the film (the pictures), to
listen to the orchestra; to go to the disco, to dance,
rock-n-roll, to take part in the concert, to enjoy; to listen
to the radio, to speak on the radio, to hear it on (over)
the radio, to watch TV, television (telly), to see the match
on TV, the first (educational) programme;
W hat’s on today? The film is on for a week. I enjoyed
every minute of it.
IX. Travelling
to travel, travelling; to travel(go) by train (boat, plane,
car, bus), to take the train to, fast (slow) train; carriage,
compartment, platform, to buy (book) tickets, booking-office,
to make a trip (by train), to go on a trip, to go on a
journey, to make a (train) journey, to travel for pleasure,
to go sightseeing;
to leave for, to arrive at, to stop at, to change trains at,
to catch (miss) the train, the railway station;
to go on a hike, to take part in hikes, to go for a drive,
to take a taxi, to park a car, parking;
There’s a train to Tula at 8.10. The next train goes at
9.20. The train leaves Moscow at 19:00. For how long do
we stop here? The train is 10 minutes late. It gets to Tula
at 12:00. How long does it take to get to Tula? Can you
give me a lift?
X. Geography
is situated; lies in; is washed by; the area is; the capital
is; to consist of; in the eastern (western, northern, southern)
part of; undustrial (agricultural) area;
223
there are big forests, high (low) mountains (hills); is covered
with mountains and hills;
the river flows to the east (west), crosses the country; the
main ports are;
the country has a population of; the largest cities (towns)
are; has a developed industry (agriculture);
the climate differs from one part to another; the temperature
in summer (winter) is high (low); the summer (winter)
lasts for; the weather in summer (winter); the wind blows
from; the sun shines; cold (cool, warm, hot) in winter
(summer)
XI. W eather
seasons, spring, summer, autumn, winter; weather, fine,
lovely, bright, unsettled, awful; it’s cold, cool, warm, hot,
quite, rather; dry, wet, fresh, there are clouds, wind, strong,
light, dark, in the sky, to shine, to blow, rainy, sunny,
windy;
icy, snowy, dull day, lovely day, it’s raining (snowing),
bright intervals, mainly cloudy, to keep fine, fair, the
temperature rises (falls), 10 degrees above (below) zero,
forecast;
W hat’s the weather like? It looks like rain. Lovely day,
isn’t it? W hat’s the temperature? What does the
thermometer say? W hat’s the outlook for the next day?
What does the weather forecast say?
XII. H ealth
health, to be in good health, healthy, to fall ill, illness, to
have a heart trouble, to suffer from, it hurts, to catch cold,
to cough, to have a touch of flu, breakdown;
to stay in bed, to have a rest, to be in hospital, to send
for the doctor, to give first aid, to have an operation, to
feel;
fit (fresh, strong, weak, tired), to heal, to cure, to be ill,
to be sick, to examine, the sick child, to be examined,
examination, to feel the pulse, to take temperature, to have
high temperature, to have a headache, medicine, to prescribe
a medicine, to go to the chemist’s, prescription, to take
the medicine, to be (get) well soon;
How are you? I’m quite well (all right, very well, fine). I
don’t feel well. You look very well. W hat’s the m atter with
you? Nothing serious. W hat’s the trouble? I’ve got an awful
ache. Are you doing anything for it? Some rest will do
you good. Take care of yourself.
XIII. Sport
to go in for sports (athletics), to run, to jump, to swim,
to ski, to skate, long (high) jump, races, to go skating
(skiing), figure skating, to train (for a race), to practise,
to keep fit, trainer, instructor, sportsman, athlete, to compete
for, sport competition, start, finish, sports ground, stadium,
sports hall, playing fields, outdoor (indoor) sports, Olympic
Games, to set up (hold, break) a record, start, finish,
champion to play games (football, volleyball, basketball,
tennis, table-tennis, hockey), to play in a match, to score
a goal, to score in three — nil, to win, to lose, draw,
spectators, fans, to cheer, visiting (home) team, winner, to
get first place, gold (sliver, bronze) medal;
He is good at running. They won two — nil. The game
ended in a draw.
XIV. Shopping
shopping, shop, department store, market, supermarket, the
baker’s, the grocer’s, the greengrocer’s, department, the
food department, shop-assistant, shop-girl, owner, customer,
to go shopping, to do one’s shopping, shopping bag, to
buy, to sell, to pay, price, cheap, expensive, money, change,
pound, pence, dollar, cent;
Ъ к . 75 225
size, to try on, too big (small, wide, tight), to fit, to suit,
to match one’s dress, fashionable, to be in (out of) fashion,
to come into (go out of) fashion;
What can I do for you? What size shoes do you wear? I
take size 41 shoes. It’s the latest fashion. What size are
you? The coat is a size too big for me. How much is it?
It’s $25. Here you are. Here’s your change.
XV. H olidays
to celebrate a holiday, state holidays (May Day, Victory
Day, International Women’s Day, Defender of Fatherland
Day, Constitution Day, Knowledge Day);
to decorate a building (a city, a school, a street) with
flowers, flags, placards; to hold a holiday meeting; to watch
the parade;
to send (receive) holiday greeting (holiday postcards); to
have a holiday concert;
Christmas, New Year, New Year’s Eve, Christmas tree,
New Year’s tree, Santa Claus, to wish, New Year’s wishes,
to have a New Year’s party, to send (receive) New Year’s
cards (greetings), to see the New Year in;
Merry Christmas! Happy New Year! I wish you a Happy
New Year! Best wishes!
INTERNATIONAL W O R D LIST
(Список интернациональных слов)
aborigines Laeba'ricîniz] n p i аборигены, туземцы

absolute ['aebsoluit] а абсолютный, полный
accident ['aeksidont] n несчастный случай, авария, случай
accompany [э'к л тр эш ] v аккомпанировать, сопровождать
act [aekt] п акт, действие; v действовать
action ['aekjn] п акция, действие
active ['aektiv] а активный
activity [aek'tiviti] п активность, деятельность
actor ['aekto] п актер
actress ['aektris] п актриса
adapt [a'daept] v адаптировать(ся), приспосабливать(ся)
address [o'dres] п адрес
adventure [ad'ventja п авантюра, приключение
aeroplane ['earaplein] п аэроплан, самолет
agency ['eid 3 ansi] п агентство
agent ['eid 3 ant] п агент
agrarian [э'дггэпэп] п аграрий; а аграрный, земельный
agronomist [a'gronamist] п агроном
airport ['eapait] п аэропорт
analyse ['aenalaiz] v анализировать
analysis [o'naelisis] n анализ
appetite ['aepitait] n аппетит
architecture ['ak itek tjo] n архитектура
argument ['cugjumont] n аргумент, д о в о д , доказательство
army ['cumi] n армия
artist ['cutist] n артист, мастер своего дела; художник
assistant [o'sistont] п ассистент, помощник
astronaut ['aestronoit] п астронавт
astronomer [o'stronomo] п астроном
atlas ['aetlos] п атлас
atmosphere ['aetmosfio] п атмосфера
atom ['aetom] п атом
227
atomic [эЧэгшк] а атомный
attack [o'taek] n атака; v атаковать
author ['э:0э] n автор
automatic [îto'maetik] а автоматический
autonomous [o/ton om os] а автономный
В bank [baegk] n банк

barrier ['baerio] n барьер, перила
base [beis] n база, основа; v базировать, размещать, основывать
baseball ['beisboil] n бейсбол
biologist [bai'olocbist] n биолог
biology [ЬаГэ1эс1зП n биология
block [bbk] n блок, жилищный массив
bourgeois ['bu93wcu] а буржуазный
bureau ['bjugrou] n бюро
business ['biznis] n бизнес, дело
С cabinet ['kaebinit] n кабинет (министров), правительство

camera ['каешэгэ] n камера, фотоаппарат, кинокамера
canal [ko'nael] п канал
candidate ['kaendidit] п кандидат
capital ['kaepitl] п капитал
capitalist ['kaepitolist] п капиталист; а капиталистический
captain ['kaeptin] п капитан
caravan ['kaerovaen] п караван, фургон, жилой автоприцеп
card [kcud] п карта (игральная), карточка, билет (пригласитель
ный, членский)
cent [sent] п цент
centre ['sento] п центр
champion ['tjaempion] п чемпион
chance [tjcuns] п шанс, возможность
character pkaerikto] п характер
chemical ['kemikl] а химический
chemistry ['kemistri] п химия
cigar [si'ga:] п сигара
cigarette Lsigo'ret] п сигарета, папироса
circulation [/s9:kju'leiJTn] п циркуляция, тираж (газеты)
class [klcus] п класс, вид, род; занятие
climate ['klaimit] п климат
club [к1лЬ] п клуб
coalition Lkoug'lijn] п коалиция, союз
collective [lo'lektiv] а коллективный, общий
colonial [кэ'1оишэ1] а колониальный
colonist ['kolonist] n колонист
colonizer ['kolonaizo] n колонизатор
colony ['koloni] n колония
column ['кэ1эт] n колонна, колонка, столбец
combine [kom'bain] v комбинировать, объединять, сочетать
comedy ['komodi] n комедия
comfortable ['kAmfotobl] а комфортабельный, удобный, уютный
comical ['komikl] а комичный, смешной
comics ['komiks] n p i комиксы
comment ['komont] n комментарий, толкование; v комменти
ровать, толковать
commentator ['kom onteito] n комментатор
commercial [к э 'т э : Jl] а коммерческий, торговый
commission [kg'm ijn] n комиссия, комитет
committee [ko'miti] n комитет
communication [k9,mju:ni'keijn] n коммуникация, связь
companion [kom'paenjon] n компаньон, товарищ
company ['к л тр эш ] n компания, общ ество
computer [kom'pjinto] n компьютер
concentrate ['konsontreit] v концентрировать(ся), сосредотачи-
вать(ся)
concert ['kons9t] n концерт
condition [kgn'dijn] n кондиция, состояние, полож ение, условие
conference ['konf9r9ns] n конференция, совещание
conflict ['konflikt] n конфликт, столкновение
conservative [k9n's9:v9tiv] а консервативный
constitution [,k9nsti'tju:jn] n конституция
construction [kon'strAkjn] n конструкция, строительство, стройка
continent ['kontinont] n континент, материк
continental [,konti'nentl] а континентальный
contrast ['kontrcust] n контраст, различие
control [kon'troul] n контроль, управление; v контролировать,
управлять
cooperation [kouppo'reijn] n кооперация, сотрудничество
copy ['kopi] n копия, экземпляр; v копировать, переписывать
corporation [,кэ:рэ'геЦп] n корпорация, объединение
correspondence [,k9ris'p9nd9ns] n корреспонденция, переписка
correspondent Lkoris'pondgnt] n корреспондент
corridor ['kDrido:] n коридор
229
cosmonaut ['kozmonoit] n космонавт
cosmonautics Lkozmo'noitiks] n космонавтика
course [ko:s] n курс, течение, ход
credit ['kredit] n кредит, доверие
cricket ['krikit] n крикет
criminal ['kriminol] а криминальный, преступный, уголовный;
n преступник
critic ['kritik] n критик
cultural ['kAltjorol] а культурный
culture ['kAltJo] n культура
decoration Ldeko'reijn] n декорирование, украшение, знак отличия

delegate ['deligit] n делегат, представитель
delegation [,deli'geijn] n делегация, депутация
department [di'pcutmont] n департамент, отдел, служба, отделение
detail ['di:teil] n деталь, подробность, элемент
detective [di'tektiv] n детектив, сыщик; а детективный
diagonal [dai'aegonl] rt диагональ; а диагональный
dialect ['daiolekt] n диалект, наречие, говор
dingo ['dirjgou] rt динго
diploma [di'ploumo] n диплом
director [di'rekto] n директор, руководитель, реж иссер
discuss [dis'kAs] v дискутировать, обсуж дать
discussion [dis'kAjn] n дискуссия, обсуж ден и е
display [dis'plei] n дисплей, показ, выставка; v показывать
distance ['distons] n дистанция, расстояние
dock [dok] n док
docker ['doko] rt докер
document ['dokjumont] rt документ
documentary ^dokju'mentori] а документальный
dollar ['dolo] n доллар
drama ['drcumo] n драма
dramatist ['draemotist] n драматург
dramatize ['draemotaiz] v драматизировать, инсценировать
echidna [i'kidno] n еХидна

ecologist [i'kol9d3ist] n эколог
ecology [ГкэЫ зП n экология
economic [д-.кэ'пэгшк] а экономический, хозяйственный
economy [i'konami] n экономика, хозяйство
effect [i'fekt] n эффект, результат, следствие, воздействие
effective [i'fektiv] а эффективный, действенный
electric [i'lektrik] а электрический
electronics [ilek'troniks] n электроника
element ['elimont] n элемент
elementary Leli'mentori] а элементарный, простой, первона
чальный
emblem ['em blom] n эмблема, символ
emu ['i:mju:] n эму
encyclopedia [enâiklou'piidjo] n энциклопедия
energy ['enod 3 i] n энергия, сила
enthusiasm [in'0ju:ziaezm] n энтузиазм, воодуш евление
enthusiast [in'0ju:ziaest] n энтузиаст
epic ['epik] а эпический; n эпопея
* equivalent [i'kwivolont] n эквивалент
escalator ['eskoleito] n эскалатор
Eskimo ['eskim ou] n эскимос, эскимоска
eucalyptus [jm ko'liptos] n эвкалипт
examination [igâem i'neijn] n экзамен, осмотр, обследование,
проверка
excursion [iks'koijn] n экскурсия, (туристская) поездка, выезд
за город
expedition [,ekspi'dijn] п экспедиция
experiment [iks'perimont] п эксперимент, опыт
experimental [iks,peri'm entl] п экспериментальный, опытный
expert ['ekspo:t] п эксперт, специалист, знаток
export ['ekspo:t] п экспорт; [iks'po:t] v экспортировать, вывозить
F fact [faekt] п факт

factor ['faekto] п фактор
fantastic [faen'taestik] а фантастический
fantasy ['faentosi] п фантазия, воображ ение, каприз
farm [fcum] п ферма, хозяйство
farmer ['fcumo] п фермер
fascism ['faefizm] п фашизм
fascist ['faejist] п фашист
favourite ['feivorit] п фаворит, любимец; а любимый, излюбленный
federal ['fedorol] а федеральный, союзный
federation [Jedo'reijn] п федерация, сою з
federative ['fedorotiv] а федеративный
figure ['figo] п фигура, цифра, диаграмма; личность; и зобр аж е
ние; v фигурировать, изображать, представлять себе
231
film [film] n фильм, кино, фотопленка
final [fainl] n финал; а финальный, конечный, окончательный,
заключительный, решающий
finance ['fainaens] п финансы
finish ['finifl п финиш, конец, окончание; v финишировать,
оканчивать(ся), кончать(ся), завершать
fiord [fjo:d] п фиорд
firm [fa:m] п фирма, торговый дом
football ['futbol] п футбол, футбольный мяч
form [fo:m] п форма, внешний вид, очертание, вид
formal [Ъ :т э 1 ] а формальный, официальный
front [frAnt] п фронт, перед, передняя сторона, передний план
fruit [fru:t] п фрукты, плод
G gallery ['gaelari] п галерея, галерка, балкон

garage ['даегсиз] п гараж
gas [gaes] п газ, бензин
general ['бзепэгэ1] п генерал; а генеральный, общий, всеобщ ий
geographical Ldsia'graefikl] а географический
geography [бзГэдгэй] п география
geologist [dsi'olacbist] п геолог
geophysicist [,d 3 iou'fizisist] п геофизик
geyser ['gaiza] п гейзер
graphic ['graefik] а графический, изобразительный
guarantee Lgaeran'ti:] п гарантия, залог; v гарантировать
Н harmonious [hci/mounjas] а гармоничный, созвучный, мелодичный

harmony ['harmani] п гармония, созвучие, благозвучие
hectare ['hektcu] п гектар
hero ['Ыэгои] п герой
heroic [hi'rouik] а героический
heroism ['herouizm] п героизм
historic [his'torik] а исторический, имеющий историческое зна
чение
historical [his'torikl] а исторический, относящийся к истории
history ['histari] п история, историческая наука
hockey ['hoki] п хоккей
horizontal [/hori'zontl] а горизонтальный
hospital ['hospitl] п госпиталь, больница
hotel [hou'tel] п отель, гостиница
humour ['hjuima] п юмор
humorous ['hjuimaros] а юмористический
hydro-electric [,haidrou i'lektrik] а гидроэлектрический
hypothesis [hai'poGisis] n гипотеза
I idea [ai'dia] n идея, мысль

illuminate [i'lu:mineit] v иллюминировать, освещать, озарять
illustrate ['ilostreit] v иллюстрировать, пояснять (наглядным
примером)
illustration Lilost'reijn] n иллюстрация, картинка, пример
incident ['insidont] n инцидент, случай, происшествие
industrial [in'dAstriol] а индустриальный, промышленный
industrialization [inÂstriolai'zeiJn] n индустриализация
e industry ['indostri] n индустрия, промышленность
information [jnfa'm eijn] n информация, сведения, сообщ ение
institute ['institju:t] n институт
instruct [in'strAkt] v инструктировать, учить, обучать
instrument ['instromont] n инструмент, орудие, прибор
intellect ['intolekt] n интеллект, ум, разум
interest ['introst] n интерес, заинтересованность; v интересо
вать, заинтересовать
international [jnta'naejnl] а интернациональный, международный
interview ['intovju:] n интервью, деловая встреча, свидание,
беседа; v интервьюировать
J jam [d 3 aem] п дж ем , варенье

jeans [d 3 i:nz] п джинсы
journalist ['d3o:n9list] п журналист, корреспондент
jungle И злддП п джунгли, дебри
К kangaroo ^каеддэ'ги:] п кенгуру

kilometre ['kilomiita] п километр
koala [kou'cula] п коала
L laboratory [la'boratri] п лаборатория

lady ['leidi] п леди, дама, госпожа
landscape ['laenskeip] п ландшафт, пейзаж
leader ['1Ыэ] п лидер, руководитель, вождь
lemon ['lemon] п лимон
lemonade [Д етэ'пек!] п лимонад
liberal ['ПЬэгэ!] п либерал; а либеральный
233
limit ['limit] n лимит, предел
literature ['litoritjo] n литература
local ['loukol] а локальный, местный
locomotive [iouk9,m outiv] n локомотив
logical ['b d 3 ikl] а логичный, последовательный
lottery ['btori] n лотерея
M machine [m o'jnn] n машина, механизм, станок

madam ['maedom] n мадам, сударыня, госпожа
manager ['maenid39] n менеджер, управляющий, директор
manipulator [mo'nipjuleito] n манипулятор, оператор, маши
нист, моторист
manner ['шаепэ] п манера, поведение, способ действия, стиль
master ['mcusto] п мастер, знаток своего дела, хозяин, владелец,
учитель; v справляться, овладевать
match [maetfl п матч, состязание, соревнование
material [т э'й эп э1 ] п материал, вещ ество
mathematics LmaeBi'maetiks] п математика
medical ['medikl] а медицинский
medicine ['medsin] п медицина, лекарство
meeting ['miitirj] п митинг, встреча
memorial [ т э 'т э :п э 1 ] п мемориал, памятник; а мемориальный,
памятный
meridian [ma'ridian] п меридиан
metal ['metl] п металл
method ['m e09d] п метод, способ, система
mile [mail] п миля
million ['miljbn] п миллион
mineral ['т т э г э 1 ] п минерал; а минеральный
minister ['m inisto] п министр
minute ['minit] п минута, момент
model ['modi] п модель, макет, образец, манекенщица
moment ['m oum ont] п момент, мгновение, миг
monotonous [m o'notonos] а монотонный
monument ['monjumont] п монумент, памятник
moral ['тэгэ1] п мораль, поучение; а моральный, нравственный
morality [mo'raeliti] п мораль, принципы поведения, нравствен
ное поведение
motor ['mouto] п мотор, двигатель; а моторный, автомобильный
museum [mjir.'ziom] п музей
music ['mju:zik] п музыка
musical ['mjuizikal] а музыкальный
musician [m ju /zijn ] n музыкант
myth [m i0] n миф
N nation ['neijn] n нация, народ, народность

national ['naefanl] а национальный, государственный, народный,
всенародный
natural ['naetjrol] а натуральный, естественный, природный
nature ['neitjo] n натура, природа, свойство, нрав
navigator ['naevigeito] п навигатор, штурман, мореплаватель
nazi ['ncutsi] п нацист; а нацистский
negative ['negotiv] а негативный, отрицательный
nervous ['noivos] а нервный, боязливый
nonsense ['nonsans] п нонсенс, вздор, ерунда, чепуха, бессмыслица
О observatory [ab'za.vatri] п обсерватория

occupation [,okju'peiJn] п оккупация, занятие, занятость, про
фессия
occupy ['okjupai] v оккупировать, занимать, завладевать
ocean ['oujn] п океан
office f'ofis] п контора, служ ба, пост, долж ность
officer ['ofisa] п офицер, чиновник, долж ностное лицо, поли
цейский
official [o'fijol] а официальный, служебный, долж ностной, фор
мальный
operation [,эрэ'геЦп] п операция, действие, процесс
operator ['эрэгеЛэ] п оператор, механик, связист
orbit ['Dibit] п орбита
orbital ['o:bitl] а орбитальный
organization [pigon ai'zeijn ] п организация, формирование, объ
единение
organize ['oiganaiz] v организовывать, устраивать
original [o'rid39nl] п оригинал, подлинник; чудак; а оригиналь
ный, подлинный, первоначальный
Р packet ['paekit] п пакет

parliament ['pculamant] п парламент
party ['pcuti] п партия, отряд, группа, компания; прием гостей,
вечеринка
patriotic [,paetri'Dtik] а патриотический
patron ['peitran] п патрон, покровитель, шеф
235
percent [pa'sent] n процент
period ['piariad] n период
periodical [,piari'odikl] а периодический; n периодическое из
дание, журнал
person ['pa:sn] n персона, человек, личность, особа, персонаж
personal ['pa:snl] а персональный, личный
perspective [pa'spektiv] п перспектива, вид на будущ ее
photo ['foutou] п фото, фотография
photograph ['foutagrcuf] п фотография, снимок; v фотографи
ровать, снимать
phrase [freiz] п фраза, выражение, оборот
physicist ['fizisist] п физик
physics ['fiziks] п физика
placard ['plaekcud] п плакат, афиша, объявление
plan [plaen] п план, схема, диаграмма; v планировать, чертить
планы; намереваться
planet ['plaenit] п планета
planetology [/plaeni'tolad 3 i] п планетология, наука о планетах
plateau ['plaetou] п плато, плоскогорье
poem ['pouim] п поэма, стихотворение
poet ['pouit] п поэт, стихотворец
polar ['poula] а полярный, полюсный, диаметрально противопо
ложный
police [pa'li:s] п полиция
policeman [pa'li:sman] п полисмен, полицейский
policy ['polisi] п политика
political [pa'litikl] а политический
polytechnical Lpali'teknikl] а политехнический
popular ['papjula] а популярный, народный
population Lpapju'leijn] п популяция, население, жители
port [pa:t] п порт
portrait ['poitrit] п портрет
position [pa'zijn] п позиция, полож ение, м естополож ение, долж
ность, состояние
positive ['pozitiv] а позитивный, положительный, утвердитель
ный, определенный
post [poust] п пост, должность; почта
practical ['praektikl] а практический, практичный, реальный
prefix ['pri:fiks] п префикс, приставка
press [pres] п пресса, печать
prime-minister ['praim 'm inista] п премьер-министр
prince [prins] n принц
princess [prin'ses] n принцесса
problem ['ргэЫ эт] n проблема, вопрос
process ['prouses] n процесс, ход развития
production [pro'dAkJn] n продукция, производство, изготовле
ние, изделие
profession [pro'fejn] n профессия, род занятия
professional [pro'fejonl] а профессиональный; n профессионал
professor [pro'feso] n профессор
programme ['prougraem] n программа
progress ['prougres] n прогресс, развитие, движ ение вперед,
успехи, достиж ения, течение
progressive [pro'gresiv] а прогрессивный, передовой
. proportion [ргэ'рэ:Jn] п пропорция, соотнош ение
protection [pro'tekjn] п протекция, покровительство, защита,
охрана, предохранение
protest ['proutest] п протест, возражение; [pra'test] v протес
товать, возражать
province ['provins] п провинция, область
provincial [pro'vinjl] а провинциальный
public ['рлЬИк] а публичный, общественный; п публика, народ
publication ЬрлЫГкеЦп] п публикация, опубликование, издание
publish ['рлЬНЯ v публиковать, обнародовать, издавать, печа
таться)
Q quarter ['kwoito] п квартал; четверть, четвертая часть
R radio ['reidiou] п радио, радиоприемник

real [rial] а реальный, действительный, настоящий, натуральный,
истинный
realize ['riolaiz] v реализовать, осуществлять, выполнять; пред
ставлять себе
reason ['ri:zn] п резон, причина, основание, мотив
reconstruction Lrkkons'trAkjn] п реконструкция, перестройка,
переустройство, восстановление
region [гЫ зп] п регион, область, край
regular ['regjulo] а регулярный, нормальный, размеренный, пра
вильный, обычный, привычный
religious [ri'lid33s] а религиозный, верующий
remark [ri'mcuk] п ремарка, замечание, примечание, пометка;
v замечать, отмечать, делать замечание, высказываться
237
republic [п'рлЬПк] n республика y
reputation Lrepju'teijn] n репутация
reservation Lrezo'veijn] n резервирование, сохранение, ре-
зервация
resource [ri'sois] n ресурс, запас, средство, возможность
restaurant ['restoroir)] п ресторан
result [ri'zAlt] п результат, исход, следствие
revolution [,reva'lu:jn] п революция
revolutionary Lreva'luijnari] а революционный
risk [risk] п риск; v рисковать
ritual ['ritjual] п ритуал; а ритуальный
robot ['roubot] п робот, автомат
rocket ['rokit] п ракета
role [roul] п роль
romantic [ro'maentik] а романтический, романтичный
rucksack ['rAksaek] п рюкзак, походный мешок
rugby ['глдЫ] п регби
ruin ['ru:in] п (p i) руины, развалины; гибель, крушение, разо
рение, крах; v разрушать, губить, портить, разорять
satellite ['saetilait] п сателлит, спутник

savanna [so'vaens] п саванна
scene [si:n] п сцена, место действия; вид, пейзаж; скандал
sculptor ['skAlpta] п скульптор, ваятель
season ['si:zn] п сезон, время года
second ['sekand] п секунда, мгновенье
secret ['siikrit] п секрет, тайна, ключ, разгадка; а секретный,
тайный, скрытый
secretary ['sekratri] п секретарь, секретарша
section ['sekjn] п секция, деталь, часть, отдел
senate ['senit] п сенат, ученый совет (в университете)
senator ['senata] п сенатор
sensation [san'seijn] п сенсация, восприятие, ощ ущение
sensational [sen'seijnl] а сенсационный, великолепный, пора
зительный
serious ['siarios] а серьезный, важный
service ['saivis] п сервис, обслуживание, услуж ен ие, служ ба
shock [jbk] п шок, потрясение, удар, толчок
show [jou] п шоу, показ, демонстрация, выставка, представление
situation [/sitju/eij‘n] п ситуация, обстановка, полож ение, со
стояние, служ ба, работа -
social ['soujl] а социальный, общественный
solidarity [,SDli'daeriti] rt солидарность, товарищество, общность
sort [so:t] n сорт, вид, род
sovereignty ['sAvronti] n суверенитет, независимость
speaker ['spi:ka] n спикер; оратор, выступающий
special ['spejal] а специальный, особый, особенный
specialist ['spejalist] n специалист
specialize ['spejalaiz] v специализировать(ся)
sphere [sfia] n сфера, шар, область (деятельности)
sport [spa:t] n спорт, спортивные игры
sportsman ['spa.rtsm an] n спортсмен
sputnik ['sputnik] n (искусственный) спутник
square [skwea] n сквер, площадь, квартал, квадрат
stadium ['steidjam ] n стадион
standard ['staendad] rt стандарт, норма; а стандартный, нор
мальный, общепринятый
start [stcut] n старт, начало, отправление; v стартовать, начи
н а т ь с я ), отправляться
state [steit] п штат, государство
station ['steijn] п станция
student ['stju:dnt] п студент, студентка, ученик
style [stail] п стиль, манера, вкус, изящ ество, фасон, мода
subtropical [sAb'tropikl] а субтропический
suffix ['sAfiks] п суффикс
surfing ['so:fir)] п серфинг
surprise [so'praiz] п сюрприз, неожиданность, удивление, изум
ление; v удивлять, поражать
sweater ['sw eto] п свитер
symbol ['simbl] п символ, эмблема, знак
symbolize ['simbolaiz] v символизировать
symphony ['simfoni] n симфония
system ['sistim ] n система
taxi [taeksi] rt такси

technical ['teknikl] а технический, промышленный
technician [tek'nijn] n техник, специалист
technological [êkno'bdsikl] а технологический
technology [tek'nolod 3 i] rt технология
telegram ['teligraem] n телеграмма
telegraph ['teligrcuf] n телеграф
telephone ['telifoun] n телефон
television ['telivi 3 n] n телевидение
temperature ['tem pritja] n температура
tennis ['tenis] n теннис
tent [tent] n тент, палатка, шатер
territory ['teritri] n территория, местность, район, край
theatre ['Giata] n театр, поле действия
theatrical [Gi'aetrikl] а театральный, сценический, напыщенный,
показной
tiger ['taiga] п тигр
tigress ['taigris] п тигрица
title ['taitl] п титул, звание, заглавие, название
tobacco [ta'baekou] п табак
tomato [ta'mcutou] п томат, помидор
tourist ['tuarist] п турист
tractor ['traekta] п трактор
tradition [tra'dijn] п традиция, старый обычай
traditional [tra'dijanl] п традиционный
tragedy [4raed3adi] п трагедия
train [trein] v тренировать, воспитывать, учить
transport ['traenspo:t] п транспорт, перевозка, средство сообщения
tropical ['tropikl] а тропический, жаркий
type [taip] п тип, разновидность
typical ['tipikl] а типичный, типический
U university [,ju:ni'va:siti] п университет
V vacancy [Veikansi] п вакансия, свободные места

vacant [Veikant] а вакантный, пустой, незанятый, свободный
version [V aijn] п версия, вариант, перелож ение, интерпретация
vertical ['va.tikl] п вертикаль; а вертикальный
veteran ['vetaran] п ветеран, опытный работник
viking ['vaikir)] п викинг
visit [Visit] п визит, посещение; v навещать, посещать
vocal [Voukl] а вокальный, голосовой
volcanic [vol'kaenik] а вулканический, бурный
volcano [val'keinou] п вулкан
volleyball [Valibad] п волейбол
voyage [Vaiid 3 ] п вояж, путеш ествие
Y yacht [jot] п яхта
240
3 . GEOGRAPHICAL NAMES
(Географические названия)
A Adelaide ['aedaleid] — г. Аделаида

Africa ['aefrika] — Африка
Alberta [ael'ba:ta] — Альберта (провинция Канады)
America [a'merika] — Америка
Angola-[aen'goula] — Ангола
Aral Sea, the [a'rad 'si:] — Аральское море
Arctic Ocean, the ['cuktik 'oujn] — Северный Ледовитый океан
Argentina [,ced3 an'ti:na] — Аргентина
Asia ['eija] — Азия
Atlantic Ocean, the [at'laentik 'oujn] — Атлантический океан
Auckland ['o.kland] — г. Окленд
Australia [a'streilja] — Австралия
Australian Alps, the [as'treiljan 'aelps] — Австралийские Альпы
(горы)
В Baffin Bay [' baefin 'bei] — Баффинов залив

Baffin Island ['baefin 'aisland] — Баффинов остров
Baffin Land ['baeffin 'laend] — Баффинова Земля
Bear Island ['bear 'ailand] — М едвеж ий остров
Belfast [bel'fcest] — г. Белфаст
Bering Strait ['berig 'streit] — Берингов пролив
Blue Mountains, the ['blu: 'm auntinz] — Голубые горы
Botany Bay ['batani 'bei] — залив Ботани-Бей
Brazil [bra'zil] — Бразилия
Brisbane ['brizban] — г. Брисбен
Bristol ['bristl] — г. Бристоль
Britain ['britn] — Великобритания
Britannia [bri'taenja] — г. Британия
British Columbia ['britij* ka'lAmbia] — Британская Колумбия
(провинция Канады)
Broadway ['bra:dwei] — Бродвей (улица в Нью-Йорке)
241
С Canada ['kaenada] — Канада
Canberra ['каепЬэгэ] — г. Канберра
Central Lowlands, the ['sentral 'loulandz] — Центральная низ-
менность
Christchurch ['kraisttjaitj] — г. Крайстчерч
City of London, the ['siti av 'lAndn] — Сити (центральная
часть Лондона)
Clyde, the [klaid] — p. Клайд
Cola Gulf ['koula 'длШ — залив Кола
Colorado Lkalou'rcudou] — Колорадо (штат США)
Commonwealth, the ['kamanwelG] — Сообщ ество
Cornwall ['ka:nwa:l] — Корнуолл (графство Англии)
D Darling, the ['dculig] — p. Дарлинг

Davis Strait ['deivis 'streit] — Девисов пролив
Devonshire ['devnja] — Девонш ир (графство в Англии)
Docks, the [daks] — Доки (район Лондона)
Dublin ['dAblin] — г. Дублин
Dunedin [dAn'i:din] — г. Данидин
Е Eastern Highlands, the ['i:stan 'hailands] —Большой Водораз

дельный хребет
Edinburgh ['edinbara] — г. Эдинбург
Edmonton ['edmantan] — г. Эдмонтон
Erie, Lake ['iari] — оз. Эри
Europe ['juarap] — Европа
F Federal Capital Territory, the ['fedaral 'kaepitl 'teritari] —Тер

ритория федеральной столицы
France [frcuns] — Франция
French Canada ['frentj 'kaenada] — Французская Канада
G Germany ['d3 a :m a n i] — Германия

Great Bear Lake ['greit 'bea 'leik] — Большое М едвеж ье озеро
Great Lakes, the ['greit 'leiks] — Великие озера
Great Slave Lake ['greit 'sleiv 'leik] — Большое Невольничье озеро
Greece [g ri:s]— Греция
Greenland ['gri:nland] — Гренландия
Greenwich ['grenitj] — г. Гринвич
Gulf Stream ['длИ 'stri:m] — Гольфстрим (течение)
242
{I Halifax ['haelifaeks]— г. Галифакс
Hamilton ['haemiltan] — г. Гамильтон
Hollywood ['holiwud] — г. Голливуд
Hudson Bay ['hAdsn 'bei] — Гудзонов залив
Huron, Lake ['leik 'hjuaran] — оз. Гурон
I Iceland ['aisland] — Исландия

India ['indja] — Индия
Indonesia [,inda'ni: 3 a] — Индонезия
Iraq [i'rcuk] — Ирак
Ireland ['aialand] — Ирландия
Italy ['itali] — Италия
J Japan fea 'p a en ] — Япония
К Kobe ['koubi] — г. Кобе

Korea [ka'ria] — Корея
L Labrador ['laebrado:] — п-ов Лабрадор

Lake District, the ['leik 'distrikt] — Озерный край
London ['lAndan] — г. Лондон
M Mackensie River, the [ma'kenzi 'riva] — p. М аккензи

Manitoba [,maeni'touba] — М анитоба (провинция Канады)
Melbourne ['melban] — г. М ельбурн
Middlesex ['m idlseks] — М идлсекс (графство Англии)
Mississippi River, the [/m isi/sipi 'riva] — p. М иссисипи
Montreal [/m ontri/o:l] — г. М онреаль
Murray, the ['т л п ] — p. М уррей
N Navajo [na'vcuhou] — Навахо

Netherlands ['ne5alandz] — Нидерланды
New Brunswick ['nju: 'brAnzwik] — Нью-Брансуик (провинция
Канады)
Newfoundland ['nju:fandland] — о-в Ньюфаундленд
New Guinea ['nju: 'gini] — о-в Новая Гвинея
New South Wales ['nju: 'sau0 w eilz] — Новый Южный Уэльс
(провинция Канады)
New York ['nju: 'ja:k] — г. Нью-Йорк
New Zealand ['nju: 'zi:land] — Новая Зеландия
243
Niagara Falls, the Inai'aegara 'fa:lz] — Ниагарский водопад
North America ['na:0 a'merika] — Северная Америка
North Atlantic, the ['na:9 at'laentik] — Северная Атлантика
Northern Territory, the ['na:6an 'teritari] — Северная терри*
тория (Австралии)
North Island ['пэ:0 'ailand] — о-в Северный
North-West Territories, the ['na:0'w est 'teritariz] — Северо.
Западные территории
Nova Scotia ['nouva 'skouja] — Новая Ш отландия (провинция
Канады)
О Ontario [on'tsariou] — Онтарио (провинция Канады)

Ottawa ['atawa] — г. Оттава
Oxford ['oksfad] — г. Оксфорд
Р Pacific Ocean, the [pa'sifik 'oujn] — Тихий океан

Paris ['paeris] — г. Париж
Perth [рэ:0] — г. Перт (Австралия)
Polynesia [/р эП 'т:зэ] — Полинезия
Port Nicholson ['po:t 'nikalsan] — г. Порт Никольсон
Prince Edward Island ['prins 'edwad 'ailand] — остров Принца
Эдуарда
Q Quebec [kwi'bek] — 1. Квебек (провинция Канады); 2. г. Квебек

Queensland ['kwi:nzland] — Квинсленд (штат Австралии)
R Riviera, the [,rivi'eara] — Ривьера

Rocky Mountains, the ['roki 'm auntinz] — Скалистые горы
S Saint Lawrence River, the ['seint 'b:rans 'riva] — p. Святого

Лаврентия
Saint Lawrence Seaway, the ['seint 'b:rans 'si:wei] — М орской
путь Святого Лаврентия
Saint Lawrence Valley, the ['seint 'b:rans 'vaeli] — долина
Святого Лаврентия
Saskatchewan [sas'kaetjawan] — Саскачеван (провинция Ка
нады)
Scotland ['skatland] — Ш отландия
Slave River, the ['sleiv 'riva] — p. Невольничья
Society Islands, the [sa'saiati 'ailandz] — острова Общ ества
South Australia ['sau0 as'treilja] — Ю жная Австралия (штат
Австралии)
Southern Alps, the ['элбэп 'aelps] — Южные Альпы
South Island ['sau0 'ailand] — остров Южный
South Pacific, the ['sauB pa'sifik] — Ю жная часть Тихого
океана
Spain [spein] — Испания
Spitsbergen ['spits,ba:gan] — о-ва Ш пицберген
Stratford-on-Avon ['strsetfad an 'eivn] — г. Стратфорд-на-
Эйвоне
Stuart Island ['stjuat 'ailand] — о-в Стюарта
Superior, Lake ['leik sju:'piaria] — оз. Верхнее
Swan River, the ['swan 'rivaj — p. Свои
Switzerland ['sw itsaland] — Ш вейцария
Sydney ['sidni] — г. Сидней (Австралия)
T Tasmania [taez'meinia] — о-в Тасмания, Тасмания (штат Ав

стралии)
Thames, the [tem z] — р. Темза
Toronto [ta'rantou] — г. Торонто
U Ulster РлЫ э] — Ольстер
V Vancouver [vaen'ku:va] — г. Ванкувер

Victoria [vik'ta:ria] — Виктория (штат Австралии)
W Wales [weilz] — Уэльс

Wellington ['w e lig ta n ]—
1. Веллингтон (округ Новой Зелан
дии); 2. г. Веллингтон
Wellington Harbour ['w eligtan 'hcuba] — гавань Веллингтон
Western Australia ['w estan as'treilja] — Западная Австралия
(штат Австралии)
Western Australian Plateau ['w estan a'streiljan 'plaetou] —
Западно-Австралийское плато
Winnipeg ['winipeg] — г. Виннипег
Winnipeg, Lake ['leik 'winipeg] — оз. Виннипег
Wyoming [wai'oumiij] — Вайоминг (штат США)
245
Yarra River, the ['jaera] — p. Ярра
Yokohama [jou k ou 'h am a] — г. Иокогама
Yorkshire ['ja:kja] — Йоркшир (графство Англии)
Yukon, the ['ju:kan] — p. Юкон
Yukon ['ju:kan] — Юкон (территория Канады)
4. REFERENCES
(Страноведческий справочник)
А А.В.С. ['es 'bi: 'si:] — A ssociated British P ictures Corporation

w hich ow ns a number of cinem as in Britain.
aborigines [,aeb9'rid3iniz] — the original inhabitants, especially of
Australia.
Australian Labour Party, the — the oldest political party of
A ustralia w hose collective m em bers are m any trade unions.
В bush, the [buj*] — the natural countryside in Australia and N ew

Zealand — буш.
С cabinet, the ['kaebinit] — the m ost important m inisters of the

governm ent w ho m eet as a group to m ake decisions —
кабинет (министров).
canoe [ko'nu:] — a light, narrow boat, usually pointed at both
ends — каное
caravan ['kaerovaen] — a sm all house on w h eels — жилой авто
прицеп, дом-фургон.
chartism ['tjcutizm] — a nineteenth century w orking-class
m ovem ent in England for political reforms.
Christchurch ['kraisttjoitfl — the largest city of South Island,
N ew Zealand.
Christmas (Xmas) ['krismos] — D ecem ber 25 celebrated as a
church festival and observed as a holiday in Canada, Australia,
N ew Zealand and som e other countries.
Christmas tree ['krismos tri:] — a real or man-made tree
decorated at Christmas w ith lights, coloured paper, etc., often
brought into the home.
Civil War, the ['sivil 'wo:] — in the U nited S ta tes, the war
betw een the North and the South from 1861 to 1865.
(British) Commonwealth, the ['komonwelG] — the organiza
tion of independent states w hich w ere formerly parts of the
British Empire — (Британское) Содружество (Наций).
247
Commonwealth of Australia, the — a m em ber of the
C om m onwealth, organized as a federation of six sta tes ati£
the island of Tasmania — Австралийский Союз.
D dingo ['diggou] — a wild dog of Australia, about fifty centimetres

high and usually sandy-coloured.
E echidna [i'kidno] — a toothless ant-eater of Australia.

emu ['i:mju:] — a large Australian bird w hich runs w ell but cannot
fly.
eucalyptus [juiko'liptos] — any of a large group of evergreen
trees which grow in warm climates — эвкалипт.
G governor-general ['длуэпэ^зепэгэ1] — a person who represents

the King or Queen of Great Britain in the Commonwealth
countries — генерал-губернатор,
grammar school ['дгаетэ 'sku:l] — a secondary school in Britain
which prepares students for the university.
H high school ['hai 'sku:l] — a secondary school especially for

children over the age of 14.
House of Commons, the ['haus ov 'komanz] — the lower of th$
two h ou ses of the British or Canadian parliament, the m em bers
of w hich are elected by the population — палата общин.
House of Representatives, the — the lower of the tw o h o u se »
of the parliament in such countries as Australia, N ew Zealand
and the U SA — палата представителей.
I Indian ['indian] — som eone belonging to any of the o r ig in e

peoples of North, Central, or South America.
К kangaroo [,kaer)gaTu:] — an Australian animal w hich jum ps alontf

on its large back legs and w hich carries its you n g in a pouch
(a special pocket of flesh),
kiwi ['ki:wi:] — a type of N ew Zealand bird w ith very short w ings
that cannot fly. It is the national em blem of N ew Zealand-
koala [kou'cula] — an Australian animal like a sm all bear w hich
lives in trees — коала, сумчатый медведь.
248
L Labour Party of New Zealand, the — a political party of N ew
Zealand.
Liberal Party of Australia, the — one of the political parties
of Australia.
Liberal Party of Canada, the — a political party of Canada.
M Maori ['mauri] — a m em ber of the aboriginal Polynesian race of

N ew Zealand — маори.
Maori Wars, the — the heroic struggle of the M aoris against
the British colonizers in the 19th century. M any M aoris w ere
killed and their lands w ere taken by the English settlers.
modern school ['modan 'sku:l] — a secondary school in Britain
for ch ild ren over eleven.
N National Agrarian [a'grearian] Party, the — a political party

of Australia w hich defends the interests of big landowners.
National Party of New Zealand, the — a political party of
N ew Zealand w hich defends the interests of big landowners.
New Democratic Party, the ['nju: ,dema'kraetik 'pcuti] — а
Canadian political party.
О Odeon ['oudjan] — the nam e of cinem as in London and other

cities, belonging to the com pany “Rank O rganization”.
Oxford University ['oksfad ,ju:ni'va:siti] — a university in Oxford,
England. It w as established as a centre of learning in the
12th century and con sists of 39 colleges.
P penny ['peni] — a small coin one hundred of w hich m ake a pound.

platypus ['plaetipas] — a sm all Australian animal that lays eg g s
and has a beak like a duck’s, but gives milk to its you ng —
утконос.
pound [paund] — a m onetary unit of Britain and som e other
countries; a unit of w eigh t — фунт.
prairie ['рггэп] — a large area of grass-covered land in North
America.
Prime Minister, the ['praim 'm inista] — the chief m inister and
leader of the governm ent in Britain and m any other countries
— премьер-министр.
Progressive Conservative Party, the [pra'gresiv kan'sa:vativ
'pcnti] — one of the largest political parties in Canada.
249
R reservation Lreza'veijn] — land set aside by the U .S . governm ent
for a special purpose, as for an Indian tribe to live on.
S Scot [skot] — a person from Scotland.

Scottish ['skotifl — typical of Scotland, its people — шотланд
ский.
Senate, the ['senit] — the upper of the tw o h ouses of the
parliament in som e countries, such as Australia, Canada, and
the U SA .
station ['steijn] — a large sheep or cattle farm in Australia —-
ферма.
W Waterloo Bridge [,wD:t9'lu: 'brid3 ] — a London bridge crossing

the Tham es — мост Ватерлоо.
Welsh [welj*] — typical of W ales and its people — валлийский,
уэльский.
5. REFERENCE G R A M M A R
(Грамматический справочник)
§ 1. ИМЯ СУЩЕСТВИТЕЛЬНОЕ (THE NOUN)
1. Имена существительные в английском языке имеют два

числа: единственное и множественное.
There is a lamp on the desk. There are lamps on the
desks.
2. Имена существительные образуют множественное число
путем прибавления к форме единственного числа окончания
-s, которое произносится как [s] после глухих согласных,
как [z] после звонких согласных и гласных и как [iz] после
[s, z, J, 3, tj*. d3]:
[z] после гласных

[s] после глухих [iz] после [s], [z],
и звонких
согласных Ш , [3], [til, Ш
согласных
books [buks] days [deiz] roses ['rouziz]

cats [kaets] sofas ['soufaz] horses ['ho:siz]
maps [maeps] names [neimz] pages ['peid 3iz]
dogs [dogz]
Исключения: man [maen] — men [men]

woman ['wuman] —women [Vimin]
foot [fut] — feet [fi:t]
tooth [tu:0] — teeth [ti:0]
child [tjaild] — children ['tjildran]
251
а) Если существительные в единственном числе оканчива
ются на буквы s, ss, х, sh, ch, tch, то при образовании форм^
множественного числа на письме добавляется -es:
class — classes ['klcusiz]
brush — brushes ['bnvjiz]
box — boxes ['boksiz]
б) Если существительное в единственном числе оканчивается
на -о, то при образовании формы множественного числа на:
письме добавляется -es:
tomato — tomatoes
hero — heroes
Ho: piano — pianos
photo — photos
в) Е сл и существительные в единственном числе оканчиваются
на -f, -fe, то при образовании формы множественного числа на
письме эти окончания меняются на -ve:
leaf [li:f] — leaves [li:vz]
life [laif] — lives [laivz]
Ho: handkerchief — handkerchiefs
roof — roofs
г) Если существительное в единственном числе оканчивается
на -у, то при образовании формы множественного числа на
письме:
1) -у после согласных меняется на -ie:
city — cities story — stories
2) -у после гласных не меняется:
boy — boys day — days
Для справок
1. Существительное penny может иметь различную форму
во множественном числе.
Когда речь идет о денежных Когда речь идет об отдельных
суммах, употребляется репсе, монетах, говорится pennies. :
It costs 20 репсе. I’ve lost some pennies.
252
2. Существительные sheep и fish имеют одну и ту же форму
для единственного и множественного числа.
There are a lot ofsheep There is a sheep near the

in the meadow. river.
The fish were very small. The boy caught only one fish.
Однако когда речь идет о разных видах рыб, то употребляется

форма fishes.
What fishes I can see there!
3. Существительное works в значении завод, заводы имеет

одну и ту же форму для единственного и множественного числа.
There is a new glassworks We shall build a lot of new

in our city. works in the country.
3. Имена существительные нарицательные делятся на исчис

ляемые и неисчисляемые.
Исчисляемые существительные обозначают объекты, ко
торые можно пересчитать. Они употребляются как в един
ственном, так и во множественном числе.
There are seven days in the week.
К неисчисляемым существительным относятся названия

веществ и слова, обозначающие отвлеченные понятия. Они
имеют только форму единственного числа.
Bring me some water, please!
Имена существительные, обозначающие вещества, могут

употребляться как исчисляемые, когда речь идет об от
дельных предметах из данного вещества (материала) или
конкретных объектах.
The house was built of stone.
They have brought stones in the bag.
253
1. Существительное advice употребляется только в форме
единственного числа.
She gave much good advice.
2. Существительное news употребляется
всегда с глаголом
в форме единственного числа, хотя имеет форму множественного
числа.
What’s the news? No news is good news.
3. Существительное physics и все другие названия наук,
оканчивающиеся на -ics (mathematics, phonetics и др.), упот
ребляются со значением единственного числа.
Mathematics is his favourite subject.
Ho: Her mathematics are poor.
4. Существительные money, hair, fruit употребляются в
форме единственного числа.
The money is on the table, take it.
Her hair is black and long.
5. Существительное people, а также слова cattle, police
по форме единственного числа, но имеют значение множествен
ного числа и поэтому согласуются с глаголом-сказуемым во
множественном числе.
There were a lot of people at the seaside.
Если слово people означает народ, нация, оно употребляется
как в единственном, так и во множественном числе, принимая
во множественном числе форму peoples.
The English speaking peoples live on all continents.
6. Иногда слова family, group, company, crowd и подобные
им собирательные имена существительные, сохраняя форму един
ственного числа, употребляются с глаголом-сказуемым во мно
жественном числе.
All the family are at table.
В этом случае имеется в виду каждый член семьи, группы
и т. д.
254
4. Для обозначения принадлежности предмета какому-либо лицу
(лицам) в английском языке употребляется специальная, так
называемая притяжательная форма существительных.
В притяжательной форме обычно употребляются суще
ствительные одушевленные.
Jack’s clothes are too big for him.
This is my friend Boris’s brother.
The boy’s hands were cold.
Существительное в единственном числе в притяжатель

ной форме принимает окончание ’s, которое произносится
по тем же правилам, что и окончание множественного
числа существительных.
[z] после гласных

[s] после глухих [iz] после [s], [z],
и звонких
согласных Ш, [3], [tj], [d3 ]
согласных
Jack’s father my brother’s friend George’s sister

the student’s bag the girl’s hat
Если существительное во множественном числе имеет

окончание -(e)s, то в притяжательной форме к нему при
бавляется только апостроф ’.
The boys’ hands were cold.
Если существительное во множественном числе не имеет

окончания -(e)s, то в притяжательной форме к нему при
бавляется окончание ’s.
The children’s toys were in the box.
Сравните существительные в единственном и множест

венном числе и их притяжательные формы '.
1 Совпадение в трех случаях звуковой формы у таких слов может

создавать трудности для понимания и различения их на слух.
255
Притяжатель
Единственное Притяжательная Множествен
ная форма
число форма ед. числа ное число
мн. числа
boy [boi] boy’s [boiz] boys [boiz] boys’ [boiz]

cat [kaet] cat’s [kaets] cats [kaets] cats’ [kaets]
horse [ho:s] horse’s ['ho:siz] horses horses’ ['horsiz]
['ho:siz]
child [tjaild] child’s [tjaildz] children children’s

['tftldron] ['tjildronz]
1. Притяжательная форма иногда употребляется с сущест
вительными и наречиями, обозначающими время и расстояние.
Не had a month’s holiday last summer.
Have you read today’s newspaper?
He lives at a kilometre’s distance from here.
2. Притяжательная форма применяется также с названиями

стран, городов, судов и со словами world, country, city, ship,
party, government, army, family.
He is the world’s best high-jumper.
The Bolshoi Theatre is our country’s best opera-house.
3. Слова house, shop часто опускаются после существи

тельных в притяжательной форме, которые означают принадлеж
ность дома, магазина данному лицу.
We shall meet at my friend’s (house).
My mother went to the baker’s (shop).
5. В отличие от русского языка существительные в английском

языке не изменяются по родам. О роде имен существи
тельных можно судить только по их значению.
256
He It She,
boy dog girl
man plate woman
brother house sister
cousin cousin
friend friend
teacher teacher
The teacher opened her bag and took out a small book.
It was a book of English poems she had promised to bring.
1. Говоря о животном, обычно употребляют it. Если возни
кает необходимость указать его пол, то употребляется местои
мение he или she.
The dog is called Rex. He is very young.
2. Местоимение it употребляется также, когда говорят о

маленьком ребенке (baby).
“What a nice baby! Is it a boy or a girl?”
3. Названия стран и слова ship и boat часто относятся к

женскому роду и заменются местоимением she.
Titanic left the port. She made only one voyage.
4. В художественных произведениях, особенно в поэзии, не
которые предметы олицетворяются и наделяются родом. Так,
moon и earth женского рода (she), sun — мужского (he).
§ 2. ИМЯ ПРИЛАГАТЕЛЬНОЕ (THE ADJECTIVE)
. Имена прилагательные в английском языке, в отличие от

русского языка, не изменяются ни по родам, ни по числам,
ни по падежам.
My cousin is a fine boy.
Nina is a fine friend.
They spend a few fine days at the seaside.
75 257
2. Имена прилагательные в английском языке, как и в русской!
образуют сравнительную и превосходную степени сравне
ния. Основная форма прилагательного не выражает срав-
нения и называется положительной степенью. Например;
The Dnieper is a long river.
The Volga is longer than the Dnieper.
The Volga is the longest river in Europe.
3. Односложные прилагательные old, tall, young и др. и
двусложные, оканчивающиеся на -у, -er, -ow, -Ые (heavy,
yellow, able и др.), а также несколько других двусложных
прилагательных образуют сравнительную степень путем
прибавления к положительной степени -ег [э], а превос
ходную степень — прибавлением -est [ist].
Положительная Сравнительная Превосходная

степень степень степень
old [ould] older ['oulda] oldest ['ouldist]

tall [to:l] taller ['to:la] tallest ['ta:list]
easy ['i:zi] easier ['i:zia] easiest ['i:ziist]
clever ['kleva] cleverer ['klevara] cleverest ['klevarist]
Например: She is younger than her sister.

This is the oldest building in our town.
Примечания:
При образовании сравнительной и превосходной степеней на
письме в правописании прилагательных соблюдаются следующие
правила;
а) немая -е в конце слова опускается:
large — larger — largest pale — paler — palest
б) в односложных прилагательных согласная буква после
одиночной гласной удваивается, чтобы сохранить слог закрытым:
big — bigger — biggest hot — hotter — hottest
в) конечная -у после согласной изменяется на -i:
busy — busier — busiest happy — happier — happiest
258
4. Многосложные прилагательные и большинство двусложных
(difficult, interesting, comfortable, active, famous и др.) об
разуют сравнительную степень при помощи слова more
[тэ:], а превосходную степень при помощи слова most
[moust], которые ставятся перед прилагательным в поло
жительной степени.

active more active most active

interesting more interesting most interesting
i
difficult more difficult most difficult
Например: Tanya is more active than her brother.
Which is the most difficult exercise in this
lesson?
5. Некоторые прилагательные образуют степени сравнения не

по общим правилам:

good better best

bad worse worst
many, much more most
little less least
far farther, further farthest, furthest
Например: This mistake is worse than that one.

Victor is my best friend.
Примечание:
Для сравнения^двух объектов одинакового качества прилага
тельное в положитёльной степени ставится между as ... as.
This chair is as comfortable as that one.
259
В отрицательных предложениях в таких случаях обычно упот-
ребляется not so ... as.
This film is not so interesting as the one I saw yesterday.
§ 3. АРТИКЛЬ (THE ARTICLE)
1. В английском языке имеются о п р е д е л е н н ы й а р.

т и к л ь the, н е о п р е д е л е н н ы й а р т и к л ь а(ап)
и так называемый н у л е в о й а р т и к л ь , т. е. значимое
отсутствие артикля.
Определенный артикль the перед словами, начинающи
мися с согласных звуков, произносится [бэ], а перед сло
вами, начинающимися с гласных звуков,— [6i:]:
the book [бэ'Ьик] the yard [ha'jcud]
the hour [бк'аиэ], the author [бк'о:9э]
Неопределенный артикль в форме а [э] употребляется
перед словами, начинающимися с согласных звуков, в форме
ап [эп] — перед словами, начинающимися с гласных:
a classroom [э 'klcusrum] a union [э 'jumjan]
an hour [эп 'аиэ] an umbrella [эп лт'Ьге1э]
2. Артикли являются определителями имен существительных

и ставятся перед существительными и относящимися к ним
словами.
There is always a good piece of chalk and a duster at:
the blackboard.
3. Основным назначением артиклей в английском языке яв

ляется указание на смысловую направленность употреб
ленных в речи имен существительных. Например:
I like ice-cream (вообще люблю мороженое). I bought
an ice-cream for my little brother (одну порцию мороже
ного). The ice-cream was very good (данное, купленное
мороженое).
260
4. О п р е д е л е н н ы й а р т и к л ь указывает на конкрет
ные объекты, обозначаемые именем существительным. Ины
ми словами, существительные с определенным артиклем
обозначают объекты, находящиеся в поле зрения собесед
ников или известные им в силу тех или иных обстоятельств.
I think th e d re s s is too long.
How did you find th e film ?
В отличие от определенного артикля н е о п р е д е л е н
ный и н у л е в о й артикли не указывают на конкретные
объекты. Существительные без артикля или с неопреде
ленным артиклем называют объекты как таковые.
I need a p e n or a p en cil.
Do they sell te x tb o o k s in this shop?
5. Употребление артиклей в речи определяется ситуативными

условиями. Например, в предложении I went there to buy
a book употребление неопределенного артикля с сущест
вительным book можно объяснить, скажем, следующей си
туацией: «У моего друга был день рождения, и я решил
купить ему в подарок книгу». В предложении I went there
to buy the book употреблен определенный артикль с суще
ствительным book, который может быть соотнесен, напри
мер, с такой ситуацией: «Кто-то рекомендовал и очень
хвалил эту (определенную) книгу, и я пошел купить ее».
Таким образом, употребление артиклей в английском языке
предопределяет речевая ситуация.
Выделение определенных типичных ситуаций позволяет
правильно употреблять артикли в речи.
6. О п р е д е л е н н ы й а р т и к л ь употребляется с суще
ствительными в единственном и множественном числе.
Употребление с существительными определенного артикля,
указывающего на конкретные объекты, обусловливается
пятью типами речевых ситуаций:
261
1) Указание на объект, находящийся в поле зрения
собеседников.
“Pass me the salt, please”.

2) Ссылка на объект, известный собеседникам из со
вместного прошлого опыта.
“Did you like the play?”

3) Дополнительная конкретизация объекта путем ука
зания на некоторые признаки, которыми этот объект от
личается от других ему подобных.
“Which is your brother?”

“The tallest boy in the group.”
4) Включение объекта в число известных указывает,
что такой объект составляет неотъемлемую часть другого,
уже известного собеседникам объекта.
262
“Who is t h e a u t h o r ? ”
5) Родовая характеристика объекта. Употребляя оп
ределенный артикль, говорящий в называемом объекте обоб
щает характеристики всего класса объектов, противопо
ставляя его другим классам.
She plays the piano very well.

Let’s go to the cinema.
“Go to the baker’s and buy
a loaf of brown bread.”
7. Н е о п р е д е л е н н ы й и н у л е в о й а р т и к л и в
противоположность определенному указывают, что сущест
вительные называют объекты как таковые, не выделяя их
как нечто конкретное, данное. Но между неопределенным
и нулевым артиклями тоже есть различие. Неопределенный
артикль подчеркивает, что имеется в виду любой единичный
объект из всего класса объектов, который обозначается
данным существительным.
Неопределенный артикль употребляется с исчисляемыми
существительными в . единственном числе.
Do you want to see a new film?
8. Как и неопределенный артикль, значимое отсутствие ар
тикля перед существительным ( н у л е в о й а р т и к л ь )
тоже используется для называния объекта как такового.
Однако характер самого объекта уже меняется. Это —
нечленимый на части объект, представленный неисчисля
емым существительным.
263
There is snow everywhere, on the ground, on the houses
on the trees.
Таким образом, артикль не употребляется с неисчисля
емыми существительными, которые не имеют формы мно
жественного числа.
Артикль не употребляется при назывании некоторого
количества объектов, когда исчисляемое существительное
стоит во множественном числе.
There are new English books at the bookshop.
9. Основные типы речевых ситуаций, обусловливающие упот
ребление н е о п р е д е л е н н о г о а р т и к л я :
1) Называние объекта как такового. Говорящий вводит
в речь какой-либо новый объект и причисляет его к
целому классу таких же объектов.
On my way to the bus stop I met

an old man with a dog.
What a fine day it is!
“This is a present for my daughter.”
2) Количественная характеристика объекта, при кото

рой неопределенный артикль употребляется в значении
«один».
Не will be back in a minute.
An apple a day keeps the doctor away.
10. Основные типы речевых ситуаций, обусловливающие
значимое отсутствие артикля (нулевой
а р т и к л ь ) в речи:
1) Называние объекта как такового или причисление его
к классу таких же объектов. При этом объект пред
ставляет собой вещество, абстрактное понятие или же
неопределенное множество предметов.
What fine weather we are having!
We stand for peace and friendship among nations.
264
We have coffee, bread and cheese for breakfast.
They only sell shoes for ladies at that counter.
2) Отвлечение от материального содержания объекта (так
называемое «распредмечивание»). Говорящий имеет в
виду не названный объект, а деятельность, связанную
с этим объектом. В данном случае имена существи
тельные употребляются для указания или качествен
ного признака, или характера действия. Обычно такие
существительные входят в состав предложных и гла
гольных словосочетаний.
Go to bed.
We go to school in the morning.
When I am at school my elder sister is at home.
We usually go there by bus.
а) Артикль не употребляется с существительным, после ко
торого идет относящееся к нему количественное числительное.
Chapter 7. Look at page 48.
б) В газетных заголовках, телеграммах, объявлениях артикли
часто опускаются.
“Police attack on pickets”
LETTER RECEIVED THANKS — VICTOR
Interesting and progressive job in Art Department.
Library for young man or woman.
1. Как правило, имена существительные собственные упот
ребляются без артикля.
Peter Brooks, Jane Brown
Moscow, London, England, Russia
Ho: the Crimea, the Caucasus
Перед фамилиями может стоять форма обращения или слово,
обозначающее звание, должность.
Mr Smith, Professor Jones, Captain Cook, General Bradley
265
2. Существительные нарицательные, используемые как обр$,
щение, употребляются без артикля.
Good morning, ladies and gentlemen.
Porter, take these things to the taxi, please.
3. Перед словами Father, Mother, Uncle, Aunt в высказыва
ниях членов семьи артикль не ставится. Тогда эти слова пишутся
с прописной буквы.
Ask Father about it.
Mummy has come!
Но: Если перед фамилией во множественном числе стоит
определенный артикль, то она обозначает всех членов семьи.
The Stogovs are coming to visit us.
4. Определенный артикль употребляется перед именами су
ществительными собственными в следующих случаях:
а) перед названиями стран, океанов, морей, заливов и дру
гими географическими названиями, состоящими из существи
тельных нарицательных с определением:
the Soviet Union, the United States
the Black Sea, the. Pacific Ocean
б) перед названиями рек и горных хребтов (но не отдельных

гор):
the Volga, the Thames, the Mississippi, the Alps
в) перед названиями кораблей, гостиниц:

the “Avrora”, the “Intourist”
г) перед названиями газет и журналов:

The New York Times, The Guardian
§ 4. ИМЯ ЧИСЛИТЕЛЬНОЕ (THE NUMERAL)
1. Имена числительные делятся на количественные и поряд

ковые:
Количественные числительные
1—12 13—19 20—99 100 и более
1 one 13 thirteen 20 twenty 100 a (one) hundred
2 two 14 fourteen 22 twenty-two 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 225 two hundred and
6 six 18 eighteen 44 forty-four twenty-five
7 seven 19 nineteen 55 fifty-five 307 three hundred
8 eight 61 sixty-one and seven
9 nine 76 seventy-six 1.000 a (one) thousand
10 ten 88 eighty-eight 1,004 one thousand
11 eleven 90 ninety and four
12 twelve 99 ninety-nine 3,333 three thousand
three hundred and
thirty-three
25,702 twenty-five
thousand seven
hundred and two
100.000 a (one) hundred
thousand
1,000,000 a (one)
million
а) У некоторых числительных, образованных с помощью суф
фиксов -teen и -ty, изменяется произнесение и написание корня.
three [0ri:] — thirteen [,09:'ti:n] — thirty ['09:ti]
five [faiv] — fifteen [,fif'ti:n] — fifty ['fifti]
two [tu:] — twelve [twelv] — twenty ['twenti]
б) У слова forty меняется только написание,
four — forty
267
в) Слова hundred, thousand, million употребляются либо с
числительным one, либо с артиклем а.
one hundred (a hundred)
г) В сочетании с другими числительными слова hundred,
thousand, million не принимают окончания множественного числа.
two million, three thousand five hundred and seventy-eight
д) Число тысяч и миллионов отделяется в английском языке
запятой.
2,071; 150,005; 3,450,000
е) В английском языке числительные типа 21, 51 и т.п.
употребляются с существительными во множественном числе.
There are 31 days in May.
Д л я сп равок
1. В Англии в телефонном номере называют каждую цифру
отдельно; цифра 0 читается [ои]; в США цифра 0 читается
['zi:rou]:
70-32 ['sevn 'ou '0ri: 'tu:],
140-58-69 ['wAn Ъ: 'ou 'faiv 'eit 'siks 'nainj
2. При сдвоенных цифрах в начале или в конце телефонного
номера употребляется слово double ['dAbl]:
56-44 ['faiv 'siks 'dAbl Ъ:]]
33-77 ['dAbl '0ri: 'dAbl 'sevn],
Ho\ 82-27 ['eit 'tu: 'tu: 'sevn]
3-17-00 ['0ri: 'wAn 'sev n 'o u 'ou]
3. В Англии в 1972 году введена десятичная система. Основной
денежной единицей является фунт (pound), который равен 100
пенсам. Английский фунт на письме сокращенно обозначается £
(от лат. libra — фунт) и ставится перед числом. Пенс на письме
сокращенно обозначается р и ставится после числа.
Например: £1 — one pound £10 — ten pounds
lp — one penny 25p — twenty-five pence
£9.80p — nine pounds and eighty pence
4. В художественной литературе встречается старая денеж
ная система:
268
1 фунт (pound сокр. £) = 20 шиллингам (shilling сокр. s)
1 шиллинг = 1 2 пенсам (penny, репсе сокр. d от лат.
denarius — динарий).
Например: Id = one penny; 6d = sixpence
2s. 3d (или 2 / 3 ) = two shillings and threepence
£10 5s. 8d (или 10.5.8, или 1 0 / 5 / 8 ) = ten pounds
five shillings and eightpence (или ten pounds five
and eight).
Для обозначения количества пенсов числительное со словом
репсе писалось слитно: elevenpence. Заметьте произнесение слов:
twopence ['Upans] halfpenny ['heipni]
threepence ['Grepans]
5. В США основной денежной единицей является доллар,
который содержит 100 центов. Доллар (dollar) сокращенно обо
значается знаком $, который ставится перед числом. Цент (cent)
сокращенно обозначается знаком 0, который ставится после
числа. Однако он опускается, если перед числом стоит знак
доллара.
Например: $1 (или $1.00) = one dollar
$10 (или $10.00) = ten dollars
510 (или $.51) = fifty-one cents
$83.10 = eighty-three dollars and ten cents
$3,217.60 = three thousand two hundred
and seventeen dollars and sixty cents
2. Порядковые числительные, за исключением первых трех,

образуются от соответствующих количественных числитель
ных с помощью суффикса -th .
Порядковые числительные
1-й — 12-й 13-й — 19-й 20-й — 99-й
4th = fourth 13th = thirteenth 20th = twentieth
5th = fifth 14th = fourteenth 24th = twenty-fourth
8th = eighth 15th = fifteenth 40th = fortieth
9th = ninth 18th = eighteenth 90th = ninetieth
12th = twelfth 19th = nineteenth 99th = ninety-ninth
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100-й и более
100th = hundredth
200th = two hundredth
375th = three hundred and seventy-fifth
5,000th = five thousandth
1,000,000th = millionth
Исключения:
Первые три порядковые числительные образуются не
по правилам:
one — first (1st) three — third (3rd)
two — second (2nd)
В конце составных порядковых числительных эти чис
лительные читаются так же.
21st — twenty-first 63rd — sixty-third
32nd — thirty-second
а) Некоторые числительные, переходя в порядковые, изменя
ют свою форму.
five [faiv] — fifth [fif0]
eight [eit] — eighth [eit0],
nine [nain] — ninth [nain0]
twelve [twelv] — twelfth [twelf0]
б) При образовании порядковых числительных, обозначаю

щих десятки, конечная буква -у меняется на -ie.
seventy — seventieth thirty — thirtieth
в) В составных порядковых числительных только последний
разряд выражается порядковым числительным.
3,542 — three thousand five hundred and forty-second.
270
1. Очень часто номера страниц, параграфов, глав, частей,
разделов и т. п. в английском языке обозначаются количествен
ным числительным, стоящим после существительного; при этом
артикль перед существительным не ставится.
the thirty-second page — page thirty-two
the Fifth Lesson — Lesson Five
2. Количественные числительные употребляются при обозна

чении номеров домов, комнат, номеров автобусов и других видов
транспорта; размеров обуви, одежды.
Не lives in Flat No. 10. ( читается: number ten)
Take Tram 5. ( читается: five)
I wear size thirty-six shoes.
§ 5. МЕСТОИМЕНИЕ (THE PRONOUN)
1. Местоимения личные, притяжательные и возвратные в анг

лийском языке изменяются по лицам, числам и родам.
Число Лицо Личные Притяжательные Возвратные

Единственное
1 I те my mine myself
2 you you your yours yourself
число
he him his his himself

3 she her her hers herself
it it its its itself
X
м оч
«н и 1 we us our ours ourselves
й * 2 you you your yours yourselves
£ *
я° оО 3 they them their theirs themselves
ж
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а) Во втором лице единственного и множественного числа
личных и притяжательных местоимений употребляются you,
your, yours.
б) Когда местоимение I употребляется с другими личными
местоимениями или существительными, оно ставится после них,
а глагол принимает форму множественного числа.
You and I are too young. Boris and I will help you.
2. Личные местоимения I, he, she, it, w e, you, th ey упот

ребляются в качестве подлежащего и именной части со
ставного сказуемого, а местоимения me, him , her, it, us,
you, them — в роли дополнения.
I saw him in the street.
He met m e at the underground station.
В разговорной речи употребление объектной формы лич
ных местоимений m e, him (h e r ), us в качестве именной
части составного сказуемого встречается очень часто.
It’s me (h im , u s).
3. Формы притяжательных местоимений my, your, her и
т. д. употребляются только перед существительными, в то
время как после форм m ine, yours, hers и т. д. сущест
вительные никогда не употребляются.
This is not your pencil, it’s m ine.
4 . Возвратные местоимения употребляются с глаголом в ка
честве дополнения; после местоимений и существительных
они ставятся для усиления их значения.
You said it you rself.
а) Возвратные местоимения множественного числа принима
ют окончание, отличное от окончания возвратных местоимений
единственного числа, сравните:
myself — ourselves
272
б) В отличие от личных местоимений возвратные местоиме
ния второго лица имеют отдельные формы для единственного и
множественного числа.
Go and wash yourself, Ann!
Go and wash yourselves, children!
в) Возвратные местоимения, усиливающие значение сущест
вительных и местоимений, могут стоять как непосредственно
после них, так и в конце предложения.
I myself saw him. I saw him myself.
5. Местоимения som e, any, no и их производные употреб

ляются в разных типах предложений.
Утвердительны
some something somebody someone
e
предложения (an y )* (anything) * (anybody) * (anyone) *
Отрицательны
e
(not)any (not)anything (not)anybody (not) anyone
предложения no nothing nobody no one
Общие
вопросы
any anything anybody anyone
Специальные
вопросы
some something somebody someone
Просьбы some something somebody someone
* Со значением всякий, любой.
Например: I asked her for some milk but she didn’t have any.
I know n o th in g about what happened to him.
Is there anybody here?
Where can I buy som e bread?
Give me so m eth in g to read, please.
Will you give me som e writing paper?
a) Some употребляется перед числительным со значением
около, приблизительно.
There are some twenty people in the hall.
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б) Any (anything, anybody, anyone) употребляется в ут
вердительных и вопросительных предложениях со значением вся
кий, любой.
Any time will do. You may buy anything you like.
в) В английском языке в отрицательном предложении может
быть только одно отрицание; поэтому если в предложении стоит
отрицательное местоимение по, то глагол употребляется в ут
вердительной форме.
I have got no time.— I haven’t got any time.
There is nobody in the room.— There isn’t anybody
in the room.
6. Местоимения m any и few употребляются с исчисляемыми

существительными, a m uch и little — с неисчисляемыми.
It took them m any days to get to the camp through the
forest.
Can I talk to you for a few minutes?
There isn’t m uch snow this winter.
I have too little money to buy such a thing.
Когда little и few употребляются с неопределенным артиклем,
они меняют свои значения.
I’ve got little time.
| мало (недостаточно)
There are few leaves on the trees.
I’ve got a little time.
There are a few leaves on the trees.
7. Местоимение one употребляется для обозначения неопре

деленного лица.
One can never be sure.— Никогда нельзя быть уверен
ным.
Местоимение one может употребляться в притяжательной
форме one’s.
One must always keep one’s promise.—
Нужно всегда держать свое слово.
274
8. One употребляется для замены ранее упомянутого исчис
ляемого существительного.
I haven’t got a good bag, I must buy one.
Which cake do you prefer, this one or that one?
а) Для замены исчисляемого существительного во множест
венном числе употребляется форма ones.
These shoes are too small. I need some bigger ones.
б) Местоимение one не употребляется после притяжательных
местоимений или существительных в притяжательной форме.
This dress is nice, but mine is better.
в) Ones не употребляется после these, those, others, ко
торые также выступают в роли заместителя соответствующего
существительного.
These seats are better than those.
Ho: Which seat do you prefer: this one or that one?
§ 6. ГЛАГОЛ (THE VERB)
1. Личные формы глагола выражают лицо, число, наклонение,

время, залог. В английском языке глаголы в личной форме
имеют три лица и два числа — единственное и множест
венное.
Число Лицо to be to have to do to make
1 I am have do make
Единств. 2 You are have do make
число 3 Не is has does makes
(she, it)
1 We are have do make

Множ.
uur пп
чпсли
2 You are have do make
3 They are have do make
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а) Модальные глаголы can, may, must не изменяются по
числам и лицам.
You must do it at once. She may come any day. They can
return any moment.
б) Форма глагола в повелительном наклонении стоит во 2-м
лице.
Open the window and air the room, please!
2. Глагол в английском языке имеет три основные формы,

которые служат для образования всех остальных видо
временных глагольных форм:
I. Infinitive (инфинитив, неопределенная форма),
И. Past Indefinite (прошедшее неопределенное время),
III. Past Participle (причастие прошедшего времени).
По способу образования второй и третьей основных

форм глаголы делятся на две группы: правильные (to work,
to live, to open и т. д.) и неправильные (to go, to spend,
to make, to put и т.д.).
3. Правильные глаголы образуют вторую и третью основные

формы путем прибавления -ed к первой форме.
I форма II форма III форма
work worked worked

live lived lived
want w anted w anted
Окончание -ed произносится как [t] после глухих со

гласных (кроме [t]), как [d] после звонких согласных (кроме
[d]) и как [id] после [t] и [d].
276
[d] после
[t] после глухих гласных и
согласных (кроме звонких [id] после [t] и [d]
Ш) согласных
(кроме [d])
worked [w9:kt] lived [livd] w anted ['wontid]

helped [helpt] played [pleid] expected [iks'pektid]
asked [cuskt] joined [d30ind] needed ['ni:did]
а) Глаголы, оканчивающиеся в первой основной форме на
немую -е, во второй и третьей форме теряют эту букву:
live — lived hope — hoped
б) Если односложный глагол оканчивается на одну согласную
после одиночной гласной, то во второй и третьей основных
формах согласная буква удваивается, чтобы сохранить слог за
крытым:
stop — stopped plan — planned
в) Двусложные и многосложные глаголы удваивают одинар
ную конечную согласную только тогда, когда ударение падает
на последний слог:
prefer — preferred Ср.: develop — developed
Глаголы, оканчивающиеся на -1, всегда удваивают конечную
согласную:
travel — travelled
г) Глаголы, оканчивающиеся на -у с предшествующей соглас
ной, меняют ее на -i:
try — tried Ср.: play — played
4. Неправильные глаголы образуют вторую и третью основные

формы не путем прибавления -ed к инфинитиву, а иными
способами:
begin — began — begun cut — cut — cut и т. д.
build — built — built
(См. стр. 337— 342)
277
ИЗЪЯВИТЕЛЬНОЕ НАКЛОНЕНИЕ
ДЕЙСТВИТЕЛЬНЫЙ ЗАЛОГ (THE ACTIVE VOICE)
5. Временные формы глагола в изъявительном наклонении

составляют четыре группы: Indefinite, Continuous, Perfect
и Perfect Continuous *.
I. In d e fin ite T enses

Группа неопределенных времен (Indefinite Tenses) включает:
Present Indefinite — настоящее неопределенное,
Past Indefinite — прошедшее неопределенное,
Future Indefinite — будущее неопределенное.
Present Indefinite Past Indefinite Future Indefinite
I w rite letters I w rote a letter I sh a ll w rite

every day. yesterday. a letter tomorrow.
6. Временные формы данной группы употребляются для вы

ражения факта свершения действия в настоящем, прошед
шем или будущем, не указывая при этом на характер
протекания действия.
Схема значений времен группы Indefinite

Past Present Future
Indefinite Indefinite Indefinite
П р о ш е д ш е е V >. Будущее
Настоящий момент
7. Present Indefinite употребляется для выражения обычного,

постоянного действия, свойственного подлежащему.
Не speaks English very well.
My cousins live in the south.
1 Группа Perfect Continuous не включена в школьный курс обучения.

278
8. Форма Present Indefinite образуется из первой основной
формы глагола; в 3-м лице единственного числа она при
нимает окончание -s или -es.
Окончание -s 3-го лица единственного числа произно
сится после глухих согласных [s], после гласных и звонких
согласных [z].
Не works [wa:ks] Не lives [livz]
She writes [raits] She knows [nouz]
Если глаголы оканчиваются на согласные -s, -ss, -ch,
-tch , -sh, -x, то в 3-м лице единственного числа к ним
прибавляется окончание -es, которое произносится [iz].
Не teaches ['tktflz] She dresses ['dresiz]
а) Глаголы, оканчивающиеся на -у с предшествующей со
гласной, в 3-м лице единственного числа меняют -у на -ie и
принимают окончание -s:
I carry— he carries Ср.: I p lay—she plays
б) Глаголы to do и to go принимают в 3-м лице единственного
числа окончание -es:
Не goes [gouz] Не does [dAz]
в) Глаголы to be и to have образуют формы Present Indefinite
не по общим правилам (см. стр. 337— 342).
9. Вопросительная форма образуется с помощью вспомога

тельного глагола to do в соответствующем лице ичисле
Present Indefinite, который ставится перед подлежащим, и
смыслового глагола в первой основной форме — после под
лежащего.
D o you w ork at a factory?
What part does he tak e in the concert?
Вопросы к подлежащему образуются без вспомогатель
ного глагола:
Who tak es part in the concert?
279
10. Отрицательная форма образуется с помощью вспомога
тельного глагола to do в соответствующем лице и числе
и отрицания not, которые ставятся между подлежащим и
смысловым глаголом в первой основной форме.
I do n ot w ork there. (I d o n ’t w ork there.)
He does not take part in it. (He d o esn ’t take
part in it.)
1. Вопросительная и отрицательная формы Present Indefinite
смыслового глагола to do образуются с помощью вспомогатель
ного глагола to do.
What do you do on Sunday?
He does not do his morning exercises.
2. Вопросительная форма глагола to be образуется путем
постановки этого глагола перед подлежащим. Отрицательная
форма глагола to be образуется при помощи частицы not, а
глагола to have — при помощи отрицательного местоимения по,
которые ставятся после соответствующего глагола.
Are you all right?
I am not a student yet.
The postman has no letters for us.
3. No употребляется также для образования отрицательной
формы с оборотом there is (there are).
There are no tickets left for the performance of the Vakhtangov
Theatre.
Но: Перед местоимением any в отрицательных предложениях
с оборотом there is (there are) употребляется not.
There isn’t any river in this place.
11. Past Indefinite обозначает действия, происходившие в какой-

то период и не связанные с моментом речи. Past Indefinite —
форма, типичная для описания прошедших событий.
В предложениях с Past Indefinite часто указывается
время совершения действия.
280
Victor h u rried to the station, w en t to the booking-office
and b ou gh t two tickets.
The show fin ish ed at 11 o’clock.
12. Past Indefinite образуется из второй основной формы, ко
торая не изменяется по лицам и числам, за исключением
глагола to be (w as, w ere).
He worked hard at his composition.
I sp en t a lot of time at the library last month.
13. Вопросительная форма образуется с помощью вспомога
тельного глагола to do в Past Indefinite (did), который
ставится перед подлежащим. Смысловой глагол употреб
ляется в первой основной форме.
D id you lik e the match? When did the train arrive?
Специальные вопросы к подлежащему образуются без
вспомогательного глагола to do.
What happened yesterday? Who w as ab sen t yesterday?
14. Отрицательная форма образуется при помощи вспомога
тельного глагола to do в прошедшем времени (did), час
тицы n ot и смыслового глагола в первой основной форме.
I did n ot know you were ill.
В разговорной речи в отрицательной форме обычно
употребляется сокращение d id n ’t [didnt].
I d id n ’t know you were ill.
1. Глагол to be в Past Indefinite меняется по лицам.
I was ill. We were absent.
You were right. You were at school at that time.
He (she, it) was late. They were at the theatre.
Вопросительная и отрицательная формы Past Indefinite глагола
to be образуются без помощи вспомогательного глагола.
Where were you at eight yesterday?
Was he at home at 9 o’clock?
It was not very cold.
281
2. С оборотом there was (there were) употребляется от
рицательное местоимение по, как и в Present Indefinite.
There was no rain for two months.
3. Отрицательная форма Past Indefinite глагола to have мо
жет быть образована без вспомогательного глагола; в отрица
тельной форме используется отрицательное местоимение по.
I had по letters for many weeks.
15. Future Indefinite употребляется для выражения однократ

ных или повторяющихся действий, которые совершатся в
будущем.
We shall see you tomorrow.
They will be glad to meet you.
16. Future Indefinite образуется при помощи вспомогательных

глаголов shall (для первого лица единственного и множе
ственного числа) и will (для всех остальных лиц) и первой
основной формы смыслового глагола. В разговорной речи
употребительны сокращения вспомогательных глаголов.
I shall ring you up. (I’ll ring you up.)
She will be twenty next month. (She’ll be twenty
next month.)
You will find him in the library. (You’ll find him in the
library.)
17. В вопросительной форме вспомогательные глаголы shall

и will ставятся перед подлежащим.
Shall I read? What will you do in the evening?
В вопросах к подлежащему порядок слов не изменяется.
Who will go on the excursion?
18. Отрицательная форма Future Indefinite образуется при по

мощи частицы not, которая ставится после вспомогатель
ных глаголов shall или will (возможны сокращения shan’t,
won’t).
282
I sh a ll n ot be able to join you on your trip.
(I sh a n ’t be able to join you on your trip.)
He w ill n ot receive the telegram in time.
(He w o n ’t receive the telegram in time.)
а) Вопросительная форма типа Will you sit down? использу
ется для выражения просьбы.
Will you please take off your coat?
Won’t you go with us to the concert?
Чтобы общий вопрос ко 2-му лицу не воспринимался как
просьба, в Англии вместо вспомогательного глагола w ill упот
ребляется глагол sh all.
S h a ll you be at home at 9?
В США в этих случаях обычно употребляется w ill.
б) Future Indefinite не употребляется в придаточных предло
жениях времени и условия. В них для выражения будущего
действия глагол ставится в Present Indefinite.
I shall give him a letter when he comes.
The children will go for a walk if it stops raining.
II. C ontin uou s T enses

19. Группа длительных времен (Continuous Tenses) включает:
Present Continuous — настоящее длительное,
Past Continuous — прошедшее длительное,
Future Continuous — будущее длительное l.
Present Past Future

Continuous Continuous Continuous
I am w ritin g I w as w ritin g a I sh a ll be w r itin g
a letter now. letter at that time. a letter at 5 o’clock.
1 Форма Future Continuous не включена в школьный курс обучения.

283
20. Времена группы Continuous употребляются для выражения
длительного действия, которое началось до определенного
момента в настоящем, прошлом или будущем и протекает
в этот момент. Они описывают действие в процессе его
совершения.
Схема значений времен группы Continuous

Past Present Future
Continuous Continuous Continuous
ЛЛЛЛЛЛЛЛЛЛ> лллллллллл>- лллллллллл>>
Прошедшее > — i------------------- 1-------------------1— ► Будущее

Глаголы, выражающие чувства, желания, восприятия и ум
ственные состояния, такие, как to like, to want, to love, to
wish, to know, to understand, to see, to hear, to feel и
др., как правило, не употребляются во временах группы
Continuous.
21. Present Continuous обозначает длительное действие, кото
рое совершается в настоящее время, в момент речи. Формы
Present Continuous образуются при помощи вспомогатель
ного глагола to be в Present Indefinite и причастия насто
ящего времени (Present Participle) смыслового глагола.
I am having dinner. (I’m having dinner.)
He is waiting for you. (H e’s waiting for you.)
They are travelling in the south. (They’re travelling in
the south.)
22. Present Participle образуется путем прибавления суффикса
-ing [irj] к глаголу в первой основной форме.
go — going; read — reading
а) На письме при образовании Present Participle глаголы,
оканчивающиеся на немую -е, теряют эту букву:
write — writing; take — taking
284
б) Одна согласная после одиночной гласной в ударном (ко
нечном) слоге удваивается, удваивается всегда конечная -1 в
ударных и неударных слогах:
win — winning prefer — preferring
shut — shutting travel — travelling
Ho: sleep — sleeping work — working
wash — washing develop — developing
23. При образовании вопросительной формы вспомогательный

глагол ставится перед подлежащим.
Is he sleeping? What are you doing?
Who is knocking at the door?
При образовании отрицательной формы отрицательная
частица not ставится после вспомогательного глагола.
I am n ot reading. (I’m not reading.)
He is n ot taking his examination. (H e’s n ot taking his
examination. He isn’t taking his examination.)
They are not travelling. (They’re not travelling. They
aren’t travelling.)
1. Present Continuous иногда употребляется для обозначения
будущего действия, когда выражается намерение совершить дей
ствие.
She is leaving by the five-o’clock train.
We are going to the theatre tonight.
2. Для выражения намерения совершить действие или уве
ренности в его совершении в будущем употребляется оборот to
be going в сочетании с инфинитивом.
Не is going to spend his winter holidays in the mountains.
What are you going to do now?
We are not going to wait for him any more.
The weather is going to change.
285
24. Past Continuous употребляется для выражения длительного
действия, которое началось до определенного момента в
прошлом и продолжалось в этот момент или протекало
в течение определенного периода прошедшего времени.
It was raining at seven o’clock.
I was reading when you rang me up.
As we were passing the square I saw our teacher near
the post-office.
25. Past Continuous образуется при помощи вспомогательного
глагола to be в прошедшем времени (was, were) и Present
Participle смыслового глагола.
They were having their breakfast at 8 o’clock.
He was going to start his speech when I entered the
room.
26. В вопросительной форме вспомогательный глагол ставится
перед подлежащим.
What were you doing when I rang you up?
Who was watching the match on TV?
Отрицательная форма образуется при помощи частицы
not, которая ставится после вспомогательного глагола.
Не was not (wasn’t) sleeping when his mother asked
him.
Future Continuous
1. Future Continuous выражает будущее действие в процессе
его совершения, т. е. незаконченное длительное действие.
I shall still be working at that time.
When we come back the children will be sleeping.
2. Утвердительная, вопросительная и отрицательная формы
Future Continuous образуются с помощью глагола to be в форме
будущего времени (shall be, will be) и причастия настоящего
времени (Present Participle) смыслового глагола.
286
I shall be doing my homework from 5 till 7 o’clock.
What will you be doing all day tomorrow?
We shan’t be waiting for you so long.
They won't be working the whole day.
III. Perfect Tenses
27. Группа совершенных времен (Perfect Tenses) включает:

Present Perfect — настоящее совершенное,
Past Perfect — прошедшее совершенное,
Future Perfeft — будущее совершенное '.
Present Past Future

Perfect Perfect Perfect
I have already I had written I shall have
written the letter. the letter by the written the letter
time he came. by 7 o’clock.
28. Формы группы времен Perfect употребляются для выра

жения действия, уже совершенного к определенному мо
менту в настоящем, прошлом или будущем.
Основные значения совершенных времен:
1) выражение связи прошедшего действия с настоящим
временем (Present Perfect);
2) выражение предшествования действия, совершивше
гося (или совершенного) в прошлом, какому-либо опреде
ленному моменту или действию в прошлом (Past Perfect);
3) выражение предшествования действия, которое со
вершится (или будет совершено) в будущем, какому-либо
определенному моменту или действию в будущем (Future
Perfect).
1 Форма Future Perfect не включена в школьный курс обучения.

287
С х ем а зн а ч е н и й вр ем ен гр у п п ы P e rfe c t
Past Present Future

Perfect Perfect Perfect
2 9. Present Perfect показывает, что действие уже совершено

и результат его налицо.
So, I have come. (Now I am here and we can have a
talk.)
All the students have done their exercises. (Now they
can have a rest.)
He has opened the door. (The door is open.)
1. При указании точного времени совершения действия —.
yesterday, last week, at 9 o’clock, in 1945, an hour ago
и т. п.— употребляется Past Indefinite.
“When did he go to the station?”
“He went there half an hour ago.”
2. С наречиями just, ever, never, often, already, yet часто

употребляется Present Perfect.
I have never seen anything like that.
She has just finished washing up the dishes.
3. Present Perfect может употребляться со словами today,

this week, this month, this year, когда указанный период
времени еще не истек.
We haven’t had Chemistry this week.
3 0 . Present Perfect образуется при помощи вспомогательного

глагола to have в настоящем времени и третьей основной
формы смыслового глагола.
288
I have seen this film several times. (I’ve seen this film
several times.)
He h a s just gone home. (He’s just gone home.)
Have you finished your work? What has he done?
Who has opened the door?
Отрицательная форма образуется при помощи частицы
not, которая ставится после вспомогательного глагола.
I have not seen you for many years. (I haven’t seen
you for many years.) She has not come yet. (She hasn’t
come yet. She’s not come yet.)
32. Past Perfect употребляется для выражения прошедшего
действия, которое уже совершилось до определенного мо
мента или до другого действия в прошлом.
We had finished our task by Saturday.
He gave her the letter he had received from his parents.
Если несколько действий описываются в той последо
вательности, в какой они происходили, то во всех случаях
обычно употребляется Past Indefinite.
We received your telegram, called a taxi and went
straight to the airport.
33. Past Perfect образуется при помощи вспомогательного гла
гола to have в прошедшем времени (had) и третьей
основной формы смыслового глагола.
I had finished my homework by that time. (I’d finished
my homework by that time.)
By 10 o’clock they had visited the M useum of Fine
Arts and had been to a concert.
Had he washed himself when his mother called him to
breakfast? What had he done by that time?
Who had finished his work by 7 o’clock?
В отрицательной форме частица not ставится после
вспомогательного глагола.
We had not reached the theatre before it began to rain.
(We hadn’t reached the theatre before it began to rain.)
Future Perfect
1. Future Perfect выражает будущее действие, которое со
вершится до определенного момента или другого действия в
будущем.
The train will have left the station by 4 o’clock.
I shall have finished this work before you come back.
2. Future Perfect образуется с помощью глагола to have в
будущем времени и третьей основной формы смыслового глагола.
We shall have translated the article by 3 o’clock.
Will they have come home by this time?
I shall not have read the book by the end of the week.
Future-in-the-Past
3 5 . В английском языке имеются еще формы будущего вре
мени в прошедшем (Future-in-the-Past):
Future Indefinite in the Past — будущее неопределенное
в прошедшем,
Future Continuous in the Past — будущее длительное в
прошедшем *,
Future Perfect in the Past — будущее совершенное в
прошедшем *.
1 Эти формы не включены в школьный курс обучения.

290
Indefinite Continuous Perfect
I said that I I said that I should I said that I should
should write a be writing a letter have written the
letter to him. at 5 o’clock. letter by 5 o’clock
36. Формы Future-in-the-Past употребляются для выражения

будущих действий, о которых шла речь в прошедшем.
Эти действия представлены как будущие по отношению
к прошедшему моменту, а не к настоящему.
Формы будущего времени в прошедшем образуются так
же, как соответствующие формы Future Indefinite, Future
Continuous, Future Perfect, только вместо вспомогательного
глагола shall употребляется should, а вместо will —
would.
Не said that I should go there the next week.
I thought that we should be working all day.
He asked them whether they would have taken their
examinations by the 1st of July.
Схема значения Future-in-the-Past

Future -in -th e -Past
Прошедшее > —i------------ 1
------------ 1------------------- ► Будущее
Настоящий
момент
Временные формы Future-in-the-Past употребляются в

изъявительных придаточных предложениях, когда в главном
предложении глагол стоит в прошедшем времени.
I said that I should write a letter to him.
37. Формы Future Indefinite in the Past образуются при помощи
вспомогательных глаголов should и would и первой ос
новной формы смыслового глагола.
'/ 2 10* 291
I was afraid I sh ou ld lose my way in the dark.
I knew they w ou ld go on an excursion in two days.
В отрицательной форме частица n o t ставится после
Nina said she would n ot go home at once after school.
При употреблении Future-in-the-Past в предложении ме^
няются некоторые обстоятельства времени:
tomorrow на the next day
the day after tomorrow на two days later, in two days
next week на the following week
Таблица временных форм глагола

. в действительном залоге
Perfect
Continuous
^have-
I am doing I have
Present I do it. been doing
it. done it.
it.
1 was I had done I had been ,

Past I did it.
doing it. it. doing it.
. I shall I shall
I shall I shall be
Future have done have beep
do it. doing it.
.... • it. doing il.
V V
I should I shouldЩ
Future-in- I should f should be
the-Past have done have’ beli^*
do it. doing it.
■t •• it. doing . i t | | f
.......... ~^
П римечание: Заштрихованные формы не включены в

школьный курс обучения.
292
СТРАДАТЕЛЬНЫЙ ЗАЛОГ (THE PASSIVE VOICE)
38. Когда в центре внимания говорящего находится лицо или

предмет, который подвергается действию, или когда нет
необходимости упоминать лицо, совершающее действие,
употребляется страдательный оборот. В этом случае глагол
стоит в страдательном залоге.
The USA is washed by the Atlantic and Pacific oceans.
This question was discussed at the meeting.
These poems were written in 1816.
39. Страдательный залог в английском языке представлен

следующими формами.
Таблица временных форм глагола

в страдательном залоге
-1 f I have been
Present I am invited.
invited invited.
JfPf Pi Л(, •* '■>
I ,was being ■ I had: been .
Past I was invited.
\ • ih y ited ., invited. ;
.
. , •
I shall be I cha : have
Future
invited. ; Ш гШ : <
“ . ■„ - __
v; vv v
I should
Future-in-the- I .should ^be
Past have-been
i f e i n v i i e d * .. л
v::l ,......j .;
Примечание: Заштрихованные формы не включены в

школьный курс обучения.
*0 Зак. 75 293
4 0 . Страдательный залог образуется с помощью вспомогатель-
ного глагола to be и третьей основной формы смыслового
глагола (Past Participle).
Временные формы страдательного залога употребляются
согласно тем же правилам, что и соответствующие им
временные формы действительного залога.
P resen t In d e fin ite P assive

Present Indefinite Passive образуется при помощи вспо
могательного глагола to be в Present Indefinite и третьей
основной формы смыслового глагола.
Оно употребляется для выражения обычного постоян
ного действия:
I am always in v ited to the meetings of the English Club.
Вопросительная форма Present Indefinite Passive обра
зуется путем постановки вспомогательного глагола перед
подлежащим:
Is English ta u g h t in all classes in your school?
В вопросах к подлежащему порядок слов не изменяется:
Who is this book w ritten by?
В отрицательной форме частица n ot ставится после
вспомогательного глагола:
This road is n ot u sed very often.
P ast In d e fin ite P assive
41. Past Indefinite Passive образуется при помощи вспомога

тельного глагола to be в Past Indefinite и третьей основной
формы смыслового глагола.
Оно обозначает действия, происходившие в какой-то
период в прошлом и не связанные с моментом речи:
The exhibition w as opened before Victory Day.
We w ere given a new time-table.
294
В вопросительной форме страдательного залога вспомо
гательный глагол ставится перед подлежащим.
When w as this monument built?
What was brought to you?
We were n ot told that he was ill.
P resen t P erfect P assive
42. Present Perfect Passive образуется при помощи вспомога

тельного глагола to be в Present Perfect и третьей основной
формы смыслового глагола. Оно показывает, что действие
уже совершено и результат его налицо:
The work h as just b een fin ish ed .
I have been asked to come earlier.
Вопросительная форма Present Perfect Passive образу
ется путем постановки первого вспомогательного глагола
перед подлежащим:
H as the house been b u ilt yet?
первого вспомогательного глагола:
Не h as n ot been seen by anybody.
Future In d efin ite P assive
43. Future Indefinite Passive образуется при помощи вспомо

гательного глагола to be в Future Indefinite и третьей
основной формы смыслового глагола. Оно показывает, что
действие совершается в будущем.
This question w ill be d iscu ssed at the next meeting.
We sh a ll be show n a new film after the meeting.
10* 295
Вопросительная форма Future Indefinite Passive образу,
ется путем постановки первого вспомогательного глагола
перед подлежащим:
When w ill this work be d o n e?
В отрицательной форме частица n o t ставится после
первого вспомогательного глагола:
The exhibition w ill n o t be o p e n e d till Thursday.
Глаголы в страдательном залоге могут употребляться с мо
дальными глаголами can, may, must:
This book can be bought at any bookshop.
This work m ust be done as soon as possible.
ПОВЕЛИТЕЛЬНОЕ НАКЛОНЕНИЕ
4 4 . Повелительное наклонение в английском языке имеет две

формы: утвердительную и отрицательную.
S to p reading! S it d o w n , please.
D o n o t o p en the window! (D o n ’t o p en the window!)
D o n o t d o it again! (D o n ’t d o it again!)
Одна и та же форма повелительного наклонения упот
ребляется как в единственном, так и во множественном
числе 2-го лица.
H u rr y u p, Alec. K eep silent, children.
4 5 . Для выражения побуждения к действию, относящемуся
к 1-му и 3-му лицу, употребляется вспомогательный глагол
le t и первая основная форма смыслового глагола.
L et us go to the cinema! (L e t’s go to the cinema!)
L et me see.
L et him go to the doctor.
L et them tr y and do it again.
D o n ’t le t the child p la y with the knife.
296
ПРЯМАЯ И КОСВЕННАЯ РЕЧЬ
(DIRECT AND INDIRECT SPEECH)
4 6 . Чужая речь может быть передана:

а) в форме прямой речи (Direct Speech), путем букваль
ного воспроизведения речи говорящего, без всяких из
менений;
б) в форме косвенной речи (Indirect Speech), передачи
содержания прямой речи в виде пересказа, от имени
другого лица.
Прямая речь представляет собой самостоятельное пред
ложение в соединении с вводной частью (слова автора)
или без нее.
Косвенная речь имеет форму изъяснительного прида
точного предложения в составе сложноподчиненного пред
ложения. При этом согласно смыслу меняются личные
местоимения так же, как и в русском языке. Временные
формы не изменяются.
Прямая речь Косвенная речь

My friend says, “I have bought My friend says he has bought
an interesting book today”. an interesting book today.
47. Когда прямая речь представляет собой повелительное пред

ложение, то при обращении ее в косвенную речь пове
лительное наклонение заменяется в косвенной речи ин
финитивом.

M other says to me, “Come M other asks me to come back
back as soon as you can.” as soon as I can.
Vera says to her little sister, Vera tells her little sister not
“Don’t play in the street.” to play in the street.
297
4 8 . Когда прямая речь представляет собой повествовательное
предложение, при обращении ее в косвенную речь пове
ствовательное предложение становится изъяснительным
придаточным предложением в составе сложноподчиненно
го предложения. При этом косвенная речь вводится союзом
th at, который, однако, может опускаться.

She says, “You may take out She says (that) I may take
any book you like.” out any book I like.
4 9 . Если прямая речь является вопросительным предложени
ем, то при обращении в косвенную речь она становится
изъяснительным придаточным предложением (косвенным
вопросом). При этом общие и альтернативные вопросы
при обращении в косвенную речь присоединяются к глав
ному предложению при помощи союзов if или w hether.
В косвенной речи соблюдается прямой порядок слов.

She says to him, “Have you She asks him if (whether)
been here long?” he has been here long.
The child asks his mother, The child asks his mother
“What time is it?” what time it is.
The teacher says to the The teacher asks the
students, “Who has finished students who has finished
the exercise?” the exersise.
СОГЛАСОВАНИЕ ВРЕМЕН (SEQUENCE OF TENSES)
5 0 . В английском языке временная форма глагола в прида

точном (главным образом, дополнительном) предложе
нии зависит от временной формы глагола в главном пред
ложении и определяется правилами согласования времен.
1) Если глагол в главном предложении имеет форму на
стоящего или будущего времени, то в придаточном
предложении он ставится в том времени, которое тре
буется по смыслу.
Не has said he is g o in g to join the Army.
She w ill say that she w as busy at that time.
2) Если глагол в главном предложении стоит в одном из

прошедших времен, то в придаточном предложении
происходит сдвиг времени в прошедшее (по сравнению
с тем, которое требуется по смыслу и ситуации).
She said she w ould try to come in time.
He a s k e d me where I lived.
При переводе прямой речи в косвенную в придаточном

предложений происходит сдвиг времен в соответствии с
данной схемой:
Время, требующееся Время, фактически употребляемое

по смыслу и ситуации в придаточном предложении
Present Indefinite Past Indefinite
Present Continuous Past Continuous
Present Perfect Past Perfect
Past Indefinite Past Perfect
Past Continuous Past Perfect Continuous
Past Perfect Past Perfect (сдвига нет)
Future Indefinite Future-in-the-Past
При переводе прямой речи в косвенную одновременно

с временным сдвигом меняются некоторые указательные
местоимения, наречия и другие слова, обозначающие время
действия.
299
В прямой речи В косвенной речи
this, these that, those
now then
here there
today that day
tomorrow the next day
the day after tomorrow two days later
yesterday the day before
the day before yesterday two days before
ago before
В некоторых случаях временного сдвига в придаточных пред
лож ениях не происходит.
1) Глагол в определительных, причинных и сравнительных
придаточных предлож ениях ставится в той форме, которая со
ответствует смыслу и ситуации.
I couldn’t find the book you are speaking about.
It was not so cold yesterday as it is today.
I did not answer your letter because I don’t like
to write letters.
2) Глагол must употребляется в придаточном предлож ении

независимо от времени глагола в главном предложении.
The m other told the child that she must not play
in the street.
3) Если в придаточном предложении указывается определен

ная дата события, то употребляется Past Indefinite.
Не said that he was born in 1958.
4 ) Временного сдвига не наблюдается, если он приведет
к противоречию с действительностью.
I thought you received this letter yesterday.
300
УСЛОВНЫЕ ПРЕДЛОЖЕНИЯ
(CONDITIONAL SENTENCES)
51. Сложноподчиненные условные предложения состоят из

двух частей: главного предложения и придаточного пред
ложения условия. Придаточное предложение выражает
условие совершения действия, главное — следствие, вы
текающее из этого условия.
Придаточные предложения условия обычно соединяются
с главным предложением союзом if.
If you see Ann, tell her to ring me up.
If h e w orks hard, he can easily catch up with the other
students in his English.
We shall go for a walk if w e have tim e.
В английском языке можно выделить три основных типа

условных предложений.
52. Условные предложения I типа выражают р е а л ь н ы е ,
о с у щ е с т в и м ы е условия, обычно относящиеся к б у
д у щ е м у (или н а с т о я щ е м у ) в р е м е н и .
If th e w ea th er is fin e, we shall come to you tomorrow.
В условных предложениях I типа, относящихся к буду
щему, в придаточном предложении после союза if глагол
ставится в P resen t In d efin ite, а в главном предложении
употребляется Future In d e fin ite или повелительное на
клонение.
If we go to the cinema earlier, we sh a ll be able to get
good seats.
If he com es, ask him to wait for me.
Условные предложения, в которых после if употребляется
w i l l ( w o u l d ) , выражают вежливую просьбу.
I shall be very glad if you w i l l a n s w e r my letter
immediately.
301
5 3 . Условные предложения II типа выражают м а л о в е р о
я т н ы е и н е р е а л ь н ы е условия, относящиеся к н а
с т о я щ е м у или б у д у щ е м у в р е м е н и .
If I had tim e now , I should go to the concert, but I’m
busy.
В условных предложениях II типа в придаточном пред

ложении употребляется P ast In d efin ite, а в главном пред
ложении — сочетание sh o u ld (w o u ld ) с In d e fin ite
In fin itiv e (без to).
If he kn ew where we lived, he w ould send us a telegram.
ГлаГол to be в придаточном предлож ении употребляется в
форме were со всеми лицами единственного и множественного
числа.
If I were you I should go to the doctor at once.
5 4 . Условные предложения III типа выражают условия, н е

р е а л и з о в а н н ы е в п р о ш л о м , а поэтому совершенно
невыполнимые.
If I had had tim e yesterd ay, I should have gone to
the concert, but I was busy.
В условных предложениях III типа в придаточном пред

ложении употребляется P ast P erfect, а в главном пред
ложении — сочетание sh o u ld (w o u ld ) с P erfect
In fin itiv e (без to).
If he had seen you yesterday, he w ou ld have told you
about the meeting.
If it h a d n ’t rained last Sunday, we sh o u ld have gon e
to the country.
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Условные предлож ения
Типы Условия Время Примеры

событий
If I have time, I sh a ll go for a
I Real Future
walk.
If I had time now, I sh o u ld go
Present, for a walk.
и Unreal
Future If I saw my friend tomorrow, I
sh ou ld ask him about it.
If I had had time yesterday, I
ш Unreal Past
sh o u ld have gone for a walk.
НЕЛИЧНЫ Е ФОРМЫ ГЛАГОЛА (VERBALS)
55. Глаголы в английском языке помимо личных форм могут

иметь неличные формы, которые не изменяются по лицам
и числам. Неличные формы глагола — это инфинитив,
герундий и причастие.
Инфинитив и герундий имеют свойства имени сущест
вительного, а причастие — свойства имени прилагательно
го. Тем не менее, это прежде всего формы глагола, и
выражают они действие или состояние.
ИНФИНИТИВ (THE INFINITIVE)
5 6 . И нфинитив — неличная форма глагола, которая только

называет действие и выполняет функции как глагола, так
и существительного.
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.
303
Однако частица to иногда опускается, и инфинитив
употребляется без нее. Это встречается:
а) после следующих модальных и вспомогательных гла
голов: m u st, can (c o u ld ), m ay (m ig h t), sh a ll
(s h o u ld ), w ill (w o u ld ), do (d id ):
Shall we go together? — Мы пойдем вместе?
What do you m ean by coming so late? — Что это
значит, что ты пришел так поздно?
Не m u st be at home at seven.— Он должен быть дома
в семь.
б) после глаголов: to let, to m ake, to see, to hear, to
n otice, to w atch , to feel и иногда также после глагола
to h elp (в разговорном стиле речи и в американском
варианте английского языка):
Let me see! — Дай подумать!
What m akes you th in k so? — Что заставляет тебя
так думать?
I n oticed him pass a note to his friend.— Я заметил,
что он передал записку своему другу.
She h elped him do it. (She helped him to do it.) —
Она помогла 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 (go).— Он
хочет, чтобы я пошел туда, а я не хочу (идти).
I did what you had asked me to (do).— Я сделал то,
что вы просили меня (сделать).
Отрицательная форма инфинитива образуется при по
мощи частицы not, которая стоит перед ним.
То be or n ot to b e.— Быть или не быть.
Инфинитив может иметь дополнение и может опреде
ляться наречием.
304
I like to read books about travels.— Я люблю читать
книги о путешествиях.
Не asked me to go quicker.— Он попросил меня идти
быстрее.
57. Формы инфинитива.

Инфинитив в английском языке может иметь следующие
формы:
Intransitive Transitive Verbs

Infinitive
Verbs
Active Passive
Indefinite to go to write to be written
Continuous to be going to be writing —
to have to
• have
>.:
Perfect to have gone Ч- •
written been written
.
Perfect to have •to hive . —

Continuous b eta going: been writing
Примечание: Заштрихованные формы инфинитива Perfect

Passive и группы Perfect Continuous не вхо
дят в школьный курс обучения.
Инфинитив в форме Indefinite (как Active, так и Passive)

обозначает действие, которое происходит одновременно с
действием, выраженным глаголом в личной форме. Это
действие может относиться к будущему времени или быть
безотносительным ко времени его совершения.
Indefinite Infinitive Active представлен первой основной
формой 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 тяжелый чемодан до автобусной остановки.
305
Indefinite Infinitive Passive образуется с помощью инфи
нитива глагола to be и третьей формы смыслового глагола:
to be written, to be done.
He ordered the windows to be sh u t.— Он приказал,
чтобы закрыли окна.
Инфинитив в форме Continuous употребляется для вы
ражения длительного действия, протекающего одновремен
но с действием, выраженным глаголом в личной форме.
Continuous Infinitive образуется с помощью инфинитива
глагола to be и формы Present Participle смыслового глагола:
to be going, to be doing, etc.
The weather is said to be ch a n g in g .— Говорят, что
погода меняется.
Инфинитив в форме Perfect обозначает действие, пред
шествующее действию, выраженному глаголом в личной
форме. Perfect Infinitive Active образуется с помощью ин
финитива глагола to have и третьей формы смыслового
глагола: to have written, to have done, etc.
I’m pleased to have m et him.— Я рад, что встретил его.
58. Ф ункции инфинитива в предлож ении. Инфинитив

может служить в предложении:
1) подлежащим:
То travel by sea is a pleasant thing.— Путешествовать
(путешествие) по морю — приятная вещь.
It’s time to go home.— Время идти домой.
2) именной частью составного сказуемого:
Your task is to put up the tent.— Твоя задача —
поставить палатку.
3) дополнением:
I want to sh ow you the house where I was born.— Я
хочу показать вам дом, где я родился.
4) определением:
Не brought me a book to read.— Он принес мне книгу
почитать.
306
5) обстоятельством:
Не was too old to travel any more.— Он был слишком
стар, чтобы еще путешествовать.
I have come here to talk to you.— Я пришел сюда,
чтобы поговорить с тобой.
59. Оборот «Объектный п адеж с инфинитивом ». Инфи

нитив в сочетании с существительным (или личным мес
тоимением) образует инфинитивный оборот, выполняющий
роль сложного члена предложения.
Инфинитивный оборот, выступающий в роли сложного
дополнения, включает существительное (или местоимение
в объектном падеже) и инфинитив; он называется «Объ
ектный падеж с инфинитивом» (Objective with the Infinitive).
Этот оборот употребляется после глаголов: to w an t, to
lik e, to prefer, to know , to th in k , to ad vise, to ask,
to tell, to help и некоторых других.
I want you to help me.— Я хочу, чтобы вы мне помогли.
I ask you not to be la te this time.— Я прошу вас не
опаздывать на этот раз.
После глаголов: to let, to m ake, to hear, to see, to
w atch и некоторых других инфинитив употребляется без
частицы to.
I saw him cross the street.— Я видел, что он переходил
улицу.
She watched the ch ild ren p lay in the yard.— Она
наблюдала, как дети играли во дворе.
6 0 . И нф инитивны й оборот с предлогом for. Этот оборот

состоит 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 + существительное (или местоимение) + ин
финитив употребляется в качестве сложного подлежащего
307
(с вводным it), именной части сказуемого, сложного до-
полнения, определения и обстоятельства.
It’s necessary for m e to know her new address (сложное
подлежащее).— Мне нужно знать ее новый адрес.
This is for you to d ecid e (именная часть сказуемого).—
Это вам решать.
The children waited for the perform ance to b egin
(дополнение).— Дети ждали, когда начнется представ
ление.
The father bought two books for h is son to read
(определение).— Отец купил две книги для сына, чтобы
он читал.
The text is easy enough for you to u n d ersta n d (об
стоятельство).— Текст достаточно легок, чтобы вы могли
его понять.
61. Оборот «И менительны й п адеж с инф инитивом ».

Этот оборот, выступающий в роли сложного подлежащего,
состоит из существительного (или личного местоимения
в именительном падеже), стоящего перед сказуемым, и
инфинитива, следующего за сказуемым. Он называется
«Именительный падеж с инфинитивом» (Nominative with
the Infinitive). Этот оборот употребляется, когда сказуемое
выражено глаголами: to th in k , to know , to suppose,
to hear, to see, to say, to report, to d escrib e, to
ad vise, to ask, to order и некоторыми другими в стра
дательном залоге, а также глаголами to seem , to happen,
to appear в действительном залоге.
She is said to be a very talented ballet-dancer.— Говорят,
что она очень талантливая балерина.
T hey were asked to com e earlier.— Их попросили прийти
раньше.
Не seems to know English.— Он, кажется, знает анг
лийский язык.
308
ГЕРУНДИЙ (ТН$ GERUND)
62. Форма и значение герундия. Герундий — неличная

форма глагола, которая выражает 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 языке герундий отсутствует.
I go in for sw im m in g .— Я занимаюсь плаванием.
Go on d o in g your exercises.— Продолжайте выполнять
упражнения.
Герундий имеет следующие формы:
Gerund Active Passive
Indefinite writing 1 fig

. ‘ . "..... V.... ,5
having been
Perfect ц hay;m g, written,
, 'w ritten ;
Примечание: В школьный курс обучения входит только
Indefinite Gerund Active.
Герундий в форме Indefinite употребляется для обозна

чения действия, которое происходит одновременно с дей
ствием, выраженным глаголом в личной форме, действия
в будущем или действия безотносительно ко времени его
совершения.
I have prepared for taking part in the winter sports
competition.— Я приготовился принять участие в зимнем
спортивном соревновании.
She was fond of singing when she was a child.— Когда
она была ребенком, она любила петь.
Герундий в форме Indefinite образуется от первой ос
новной формы глагола при помощи -ing, и по форме он
совпадает с отглагольным существительным и причастием
настоящего времени.
309
Обратите внимание на орфографические особенности
образования герундия:
I форма stand play try write run

Герундий standing playing try in g w riting running
Герундий обладает свойствами глагола и свойствами

существительного. Часто эти свойства мы можем наблюдать
одновременно. Как и глагол, герундий может иметь допол
нение и может определяться наречием:
I remember our v is itin g C hekhov m useum last
summer.— Я вспоминаю наше посещение музея Чехова
прошлым летом.
Thank you for h elp in g us w ith our w ork.— Спасибо
вам за помощь в нашей работе.
I don’t like rea d in g a lo u d .— Я не люблю читать вслух.
Как и существительное, герундий может употребляться
с предлогами и определяться притяжательным местоиме
нием или существительным в притяжательной форме.
I am fond of rea d in g travel books.— Я люблю читать
книги о путешествиях.
She told me of my a u n t’s com in g for the holidays.—
Она сообщила мне о приезде моей тети на праздники.
Do you mind m y o p en in g the window? — Вы не воз
ражаете ^против того, чтобы я открыл окно?
Герундий отличается от отглагольного существительного
с суффиксом -in g тем, что герундий не употребляется с
артиклем, у него нет формы множественного числа, он
может иметь прямое дополнение и определяться наречием.
От причастия настоящего времени герундий отличается
тем, что перед герундием может стоять предлог и герундий
может определяться притяжательным местоимением или
существительным в притяжательной форме.
63. Функции герундия в предложении. По своим функ
циям, месту в предложении и переводу на русский язык
310
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 зависит от того, каким
членом предложения он является, какие предлоги им
управляют и какие слова его определяют.
При переводе на русский язык герундий передается от
глагольным существительным, неопределенной формой гла
гола или придаточным предложением (изъяснительным, оп
ределительным или обстоятельственным). Герундий в соче
тании с предлогом может также переводиться деепричастием.
Герундий может служить в предложении:
1) подлежащим:
T ravellin g is a very pleasant and useful thing.— Путе
шествовать (путешествие) очень приятно и полезно.
2) именной частью сказуемого:
His hobby is c o lle c tin g stam ps.— Его хобби — коллек
ционировать марки (коллекционирование марок).
3) дополнением:
I enjoy liste n in g to good music.— Мне доставляет
удовольствие слушать хорошую музыку (слушание хо
рошей музыки).
Thank you for h elp in g me.— Благодарю вас за помощь
(за то, что вы мне помогли).
We are ready for h ik in g.— Мы готовы идти на прогулку.
I don’t like your idea of w a lk in g in the rain.— Мне не
нравится ваша идея гулять под дождем.
There is no hope of our g e ttin g there before ten o’clock.—
Нет надежды на то, что мы доберемся туда до 10
часов (добраться туда до 10 часов).
Не left the room without sa y in g a word.— Он вышел
из комнаты, не сказав ни слова.
Before h a v in g dinner you must wash your hands.—
Прежде чем обедать, ты должен помыть руки.
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6 4 . Герундий и предшествующее ему притяжательное место-
имение или существительное в притяжательной форме
образуют комплекс — герундиальный оборот, который
переводится чаще всего придаточным предложением.
I hope to see you before m y le a v in g the town.— Я
надеюсь, что повидаюсь с вами, прежде чем покину город.
Did you agree to L ena’s g o in g on the excursion? — Вы
согласились, чтобы Лена пошла на экскурсию?
ПРИЧАСТИЕ (THE PARTICIPLE)
6 5 . Формы и значения причастия. Причастие в англий

ском языке представляет собой неличную форму глагола,
которая соответствует в русском языке причастию и дее
причастию. В английском языке нет отдельной формы,
соответствующей русскому деепричастию.
Look at the girl sta n d in g at the window.— Посмотрите
на девушку, стоящую у окна.
Не sat in an arm-chair w a tch in g TV.— Он сидел в
кресле и смотрел телепередачу.
Английское причастие, как и причастие в русском языке,
обладает свойствами прилагательного, наречия и глагола.
Как и прилагательное, причастие выполняет в предло
жении функцию определения к существительному.
A broken cup lay on the floor.— Разбитая чашка лежала
на полу.
Как и наречие, английское причастие, подобно русскому
деепричастию, выполняет функцию обстоятельства, опре
деляющего действие, выраженное сказуемым.
They passed me ta lk in g lo u d ly .— Они прошли мимо,
громко разговаривая.
Глагольные свойства причастия выражаются в том, что
оно может иметь прямое дополнение и может определяться
наречием.
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E n terin g th e room he found all the students present.—
Войдя в комнату, он увидел, что все учащиеся присут
ствуют.
Не liked to rest in the evening w a lk in g slo w ly in the
park.— Он любил отдыхать вечером, медленно прогули
ваясь в парке.
Причастие может иметь следующие формы:
Intransitive Transitive Verbs

Participle
Verbs Active
Active Passive
Present going writing being written
Past gone — written
having been
Perfect haying gone *
written written
! '4
П римечание: Заштрихованные формы Perfect Participle и

Present Participle Passive не входят в школь
ный курс обучения.
6 6 . П ричастие настоящ его времени (The Present

Participle). Причастие настоящего времени чаще всего
обозначает действие, происходящее одновременно с дей
ствием, выраженным глаголом в любой форме.
L ook in g out of the window I saw some of my
classm ates.— Выглянув в окно, я увидел своих одно
классников.
Причастие настоящего времени образуется от первой
основной формы глагола при помощи -in g , и по форме
оно совпадает с отглагольными существительными и герун
дием.
образования причастия настоящего времени.
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I форма talk know copy make sit
Причастие
настоящего talking know ing copying m aking sittin g
времени
В отличие от отглагольного существительного с суффик
сом -in g причастие настоящего времени не употребляется
с предлогом и не может определяться притяжательным мес
тоимением или существительным в притяжательной форме.
67. Причастие прошедшего времени (The Past Participle).

Причастие прошедшего времени обозначает законченное
действие.
Have you heard anything about the child lo st in the
forest? — Вы слышали что-либо о ребенке, потерявшемся
в лесу?
Причастие прошедшего времени представляет собой тре
тью основную форму глагола: watched, made, done, built, put.
У правильных глаголов оно образуется от первой ос
новной формы глагола с помощью окончания -ed и по
форме совпадает с Past Indefinite.
образования причастия прошедшего времени.
I форма ask want like carry stop

Причастие
прошедшего asked w anted liked carried stopped
времени
Видо-временная форма Past Indefinite отличается от при
частия прошедшего времени своей функцией — она высту
пает в предложении как простое глагольное сказуемое.
68. Ф ункции причастия в предлож ении. Причастие об

ладает свойствами прилагательного и наречия. При пере
воде на русский язык английские причастия передаются
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причастием или деепричастием или же придаточным пред
ложением:
Причастие может служить в предложении:
W atches m ade in Switzerland are very popular in many
countries.— Часы, сделанные в Швейцарии, очень по
пулярны во многих странах.
2) именной частью составного сказуемого:
Victor was m issin g from the last lesson.— Виктор от
сутствовал на последнем уроке.
.When cro ssin g the street, first look to the left, then to
the right.— Переходя улицу, вначале посмотрите нале
во, потом направо.
Not k n ow in g what to do, they wrote a letter to their
professor a sk in g for information.— He зная, что делать,
они написали письмо своему профессору, запрашивая
информацию.
69. Оборот «Объектный п адеж с причастием настоя

щего врем ени». Причастие в сочетании с существитель
ным или местоимением может образовывать причастные
обороты, выполняющие роль сложного дополнения.
Причастный оборот «Объектный падеж с причастием
настоящего времени» (Objective with the Present Participle)
представляет собой сочетание существительного или мес
тоимения в объектном падеже с причастием настоящего
времени. Этот оборот употребляется после глаголов: to
feel, to fin d , to hear, to liste n , to look, to n otice, to
see, to w atch .
I hear th e b ell r in g in g in the next room.— Я слышу,
как звенит звонок в соседней комнате.
She watched th e ch ild ren p la y in g in the yard.— Она
смотрела, как дети играют во дворе.
Этот оборот аналогичен обороту «Объектный падеж с
инфинитивом» (Objective with the Infinitive), но причастный
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оборот показывает действие в процессе его совершения, а
инфинитивный оборот только указывает на действие.
I saw some ch ild ren cro ssin g the street.— Я видел,
как дети переходили улицу.
I saw the ch ild ren cross the street.— Я видел, что
дети переходили улицу.
70. Оборот «Объектный п адеж с причастием прош ед
шего времени». Этот причастный оборот (Objective with
the Past Participle) представляет собой сочетание суще
ствительного или местоимения в объектном падеже с
причастием прошедшего времени. Этот оборот употребля
ется после глаголов: to have, to get, to w a n t, to w ish ,
to w atch , to hear, to see, to find.
You must have your h air cu t.— Вы должны подстричься.
I want it d on e 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 had m y photo ta k en .— Я сфотографировался (в
значении: меня сфотографировали).
I must have my shoes clea n ed .— Я должен почистить
туфли (это сделают для меня).
ВСПОМОГАТЕЛЬНЫЕ И МОДАЛЬНЫЕ ГЛАГОЛЫ

(AUXILIARY AND MODAL VERBS)
71. Глагол to be
/ . Глагол to be употребляется в качестве смыслового глагола
со значением находиться, быть, жить.
I w as at home the whole day yesterday.
They are not in town now.
Where have you been all this time?
316
2. Глагол to be употребляется в качестве глагола-связки в
составном именном сказуемом и имеет значение быть,
являться, состоять.
Не is a 10th-Form student.
I w as not quite well.
Is this ball-point pen yours?
3. Глагол to be используется в качестве вспомогательного:
а) для образования времен группы Continuous:
We are n ot h a v in g lessons today.
It w as r a in in g the whole day yesterday.
What are you g o in g to do?
б) для образования форм страдательного залога:
When w as the poem w ritten ?
The island is w ash ed by the Atlantic Ocean.
Глагол to be в сочетании с инфинитивом с частицей to упот
ребляется для выражения н е о б х о д и м о с т и совершить действие
в соответствии с договоренностью или заранее намеченным планом:
Не is to be at the bus stop at six o’clock.
What am I to do?
72. Глагол to have

/ . Глагол to have употребляется в качестве смыслового гла
гола со значением иметь, обладать.
Не has a new colour television set.
I had no time to go to the skating-rink.
What do you have in your bag?
2. Глагол to have в сочетании с некоторыми существитель
ными образует глагольный комплекс, составляющий смы
словое целое (to have dinner, to have a walk, to have a
talk, to have a rest и т. д.).
What did you have for dinner?
We did not have a rest the whole day.
317
3. Глагол to have используется в качестве вспомогательного
для образования времен группы Perfect.
I h a v en ’t seen you for ages.
Have you had your breakfast?
He had got to the airport by that time.
4. Глагол to have в сочетании с инфинитивом счастицей to

употребляется для выражения необходимости совершить
действие в силу определеных обстоятельств.
Не had to w a it for his mother.
You d o n ’t have to get up so early.
Do you h ave to go to the market to buyfish ormeat?
5. Глагол to have в сочетании с существительным или мес

тоимением и Past Participle образует оборот, который оз
начает, что действие совершается не подлежащим, а другим
лицом для него или за него.
I had m y teeth exam in ed at the dentist’s.
Where do you have your h air cut?
He d id n ’t have h is sh oes clean ed .
73. Глагол to do
/ . Глагол to do употребляется в качестве смыслового глагола

со значением делать, выполнять.
Не never does his morning exercises.
I’ve d on e all you have asked me to do.
Who did the shopping when your mother was ill?
2. Глагол to do употребляется в качестве вспомогательного

глагола для образования вопросительной и отрицательной
форм глаголов в Present Indefinite и Past Indefinite.
D o you speak English?
D id he know how to drive a car?
It d o esn ’t sn ow in November in this place.
I did n ot lik e the performance.
318
3. Глагол to do употребляется для образования отрицательной
формы повелительного наклонения.
D o n ’t w ake the child up.
D o n ’t be afraid.
1. Для усиления просьбы перед формой повелительного на
клонения ставится do. На do в этом случае падает ударение.
Do sit down!
Do have a cup of tea!
Do be quiet!
2. Глагол to do употребляется в утвердительных предложени
ях для усиления значения действия, выраженного смысловым
глаголом. Смысловой глагол в таком случае ставится в пер
вой форме, а глагол to do стоит перед ним в форме Present
или Past Indefinite.
But he did tell me everything.
I do know it very well.
She does come late every day.
4. Глагол to do употребляется в качестве заменителя смы

слового глагола в Present Indefinite и Past Indefinite для
того, чтобы избежать его повторения. В этой функции
глагол to do используется в кратких ответах на общие
вопросы, в кратких ответах на специальные вопросы к
подлежащему и в разделительных вопросах.
Не speaks English better than I do.
Do you know the time-table? — Yes, I do.
Who saw Lena? — I did.
Our team won first place, d id n ’t it?
74. Глагол sh a ll
/ . Глагол sh a ll употребляется в качестве вспомогательного
для образования форм будущего времени в 1-м лице един
ственного и множественного числа.
319
I sh a ll n ot keep you long.
Where sh a ll we m eet? We sh a ll m eet at the theatre
at a quarter to seven.
1. Shall употребляется со 2-м лицом в общих и альтерна
тивных вопросах, если в ответах следует употребить shall.
Shall you go with me to the Central Park?
Shall you take this book or that?
2. Shall, употребленный со 2-м и 3-м лицом единственного
и множественного числа, имеет модальное значение и придает
действию оттенок обещания, приказания, угрозы, предостережения.
Не shall have the book.
You shall go to bed at once.
2. S h ould (форма прошедшего времени от sh a ll) употребля

ется для образования форм 1-го лица единственного и
множественного числа будущего времени в прошедшем
(Future-in-the-Past).
I said that I sh ould be ready for the hike at 6 in the
morning.
3. S h ould употребляется в сочетании с Indefinite и Perfect
Infinitive с 1-м лицом единственного и множественного
числа в главной части условных предложений II и III типов.
I sh ould go to the exhibition if I had time now.
If we had known that he was in hospital we sh ould
have v isite d him last week.
4. S h ould употребляется в качестве модального глагола во
всех лицах для выражения требования, приказания, реко
мендации, совета, сожаления, удивления, недоумения, воз
мущения и др. чувств.
Не sh ou ld be m ore careful with his work.
I’m sorry that you sh ou ld do so.
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Why s h o u ld n ’t I say what I think?
It’s necessary that they sh o u ld tak e part in the
discussion.
Сочетание should с Perfect Infinitive выражает в утверди
тельном предложении упрек или порицание за невыполнение
действия в прошлом, а в отрицательных предложениях — пори
цание за действия, выполненные в прошлом.
You should have come earlier.
He shouldn’t have done so.
75. Глагол w ill

1. Глагол w ill используется в качестве вспомогательного для
образования форм будущего времени во 2-м и 3-м лице
единственного и множественного числа.
W ill she b rin g her sister?
They w ill be glad to see you.
You w o n ’t see him again till next year.
Д ля справок
Глагол will, употребленный с I-м лицом единственного и
множественного числа, имеет модальное значение и придает
действию оттенок намерения, желания (или нежелания — в от
рицательной форме).
We will do it.
I won’t (will not) tell it to anybody.
2. W ill употребляется для выражения просьбы.

W ill you open the window?
W on ’t you have a cup of tea?
3. W ould (форма прошедшего времени от w ill) употребляется
для образования форм 2-го и 3-го лица единственного и
321
множественного числа будущего времени в прошедшем
(Future-in-the-Past).
Не said that he w ould arrive by the ten-o’clock train.
She said you w ould n ot atten d the meeting because
you were ill.
4. W ould в сочетании с Indefinite и Perfect Infinitive упот
ребляется со 2-м и 3-м лицом единственного и множест
венного числа в главной части условных предложений II
и III типов.
They w ould go boating today if the weather were fine.
You w ould have felt much better if you had stayed in
bed two more days.
5. W ould употребляется для выражения вежливой просьбы.
W ould you tell me the way?
W ould you m ind coming here?
1. Would употребляется со всеми лицами единственного и
множественного числа для выражения повторяемости действия
в прошлом в значении бывало.
When the old woman lived here she would come to see
us every week.
2. Would в отрицательных предложениях может иметь от

тенок значения нежелания совершать действия в прошлом.
The boy wouldn’t listen to his advice.
76. Глагол can

1. Глагол can употребляется для выражения физической воз
можности или способности совершать действия и может
относиться к настоящему и будущему времени.
She can speak and read French.
I ca n ’t hear what you say.
Can you fin ish your work next week?
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2. Сап в разговорной речи употребляется для выражения
просьбы, разрешения и запрещения.
Can you give me the book?
You can take this picture if you like it.
You ca n ’t do it!
Сочетание can с Perfect Infinitive в вопросительных и отри
цательных предложениях обозначает, что говорящий не допускает
возможности, что действие, выраженное смысловым глаголом, в
действительности совершилсь в прошлом.
Не cannot have said so.
3. Could (форма прошедшего времени от сап) употребляется

для выражения физической возможности или способности
совершать действия в прошлом.
You cou ld do it much better last year.
C ould he help you in your work?
I c o u ld n ’t help you because I was ill.
4. C ould употребляется в разговорной речи для выражения

вежливой просьбы.
Could you do it for me?
5. C ould употребляется в косвенной речи после глагола в

прошедшем времени в главном предложении по правилам
согласования времен.
Не said he cou ld get tickets for this concert.
6. C ould в сочетании с Indefinite и Perfect Infinitive употреб

ляется в условных предложениях II и III типов.
Не cou ld do it if he tried harder.
He could have fin ish ed his work if he hadworked
quicker.
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77. Глагол may
/ . Глагол m ay в сочетании с Indefinite Infinitive употребляется

для выражения разрешения (в утвердительной форме), про
сьбы (в вопросительной форме) и запрещения (в отрица
тельной форме).
She m ay do what she likes.
M ay I ask you a question?
You m ay n ot ta lk loudly here.
2. M ay в сочетании с Indefinite и Continuous Infinitive упот

ребляется для выражения предположения с оттенком со
мнения, возможности, относящихся к настоящему или бу
дущему.
Не m ay com e any moment.
You m ay n ot find him in the crowd.
They m ay be h a v in g their music lesson.
Сочетание may с Perfect Infinitive выражает предположение
о действии, относящемся к прошедшему.
Не may have fallen ill.
She may not have forgotten her promise.
3. M ight употребляется в косвенной речи, зависящей от

глагола в прошедшем времени в главном предложении (по
правилам согласования времен).
She thought it m igh t rain and took her umbrella.
4. M igh t в сочетании с Indefinite и Perfect Infinitive употреб

ляется в главной части условных предложений II и III
типов.
If you were older, you m igh t u n d erstan d the parents’
feelings.
He m igh t have com e in time if he had taken a tram.
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78. Глагол must
1. Глагол m u st употребляется для выражения необходимости

совершения действия, приказания, совета (в утвердительной
и вопросительной форме) и запрещения (в отрицательной
форме).
What m u st he do?
I m ust be going.
You m u stn ’t play in the street.
1. Поскольку отрицательная форма must not выражает за
прещение, она противоположна по значению глаголу may.
“May I have an ice-cream, Mummy?’’
“No, you mustn’t.”
Для выражения отсутствия необходимости совершить дейст
вие употребляется глагол needn’t.
“Must I go there too?”
“No, you needn’t.”
2. Глагол m ust имеет только форму настоящего времени, и

для выражения долженствования в прошедшем и будущем
времени употребляется глагол to have в сочетании с ин
финитивом с частицей to.
You w ill have to stay at school till the end of the
competition.
I had to return home to get the book I had left.
3. M ust в сочетании с Indefinite и Continuous Infinitive упот

ребляется для выражения предположения с большой долей
уверенности, вероятности, относящихся к настоящему вре
мени.
Не m u st be ill.
They m u st be w a lk in g in the park.
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Сочетание must с Perfect Infinitive выражает предположение,
относящееся к прошедшему времени.
I must have left the exercise-book at home.
79. Глагол to let
1. Глагол to le t употребляется в качестве смыслового со

значением позволять, (от) пускать, оставлять.
Open the door and le t the cat out.
2. Глагол to let употребляется в качестве вспомогательного

в повелительном наклонении для выражения приглашения,
приказания, разрешения, адресованных 1-му или 3-му лицу
единственного или множественного числа.
Let me see.
Let us try once again.
Let him do what he likes.
Let them leave the room.
8 0 . Глагол to need
Глагол to need употребляется в качестве смыслового
глагола со значением нуждаться.
What he need s is a good rest.
What do you need?
He d id n ’t need any help.
Как модальный глагол need имеет только форму настоящего
времени и употребляется только в вопросительных и отрица
тельных предложениях с инфинитивом смыслового глагола без
частицы to.
326
С помощью этого глагола выражается необходимость совер
шать действие или отсутствие этой необходимости со значением
нужно, надо.
Need he go so early?
We needn’t hurry, we have a lot of time.
§ 7. НАРЕЧИЕ (THE ADVERB)
1. Наречия в английском языке делятся по форме на простые

(now, very) и производные (quickly, coldly). Производные
образуются прибавлением к именам прилагательным суф
фикса -1у:
slow — slowly beautiful — beautifully
cold — coldly quick — quickly
а) При образовании наречий от прилагательных, оканчиваю
щихся на -у, на письме конечная -у прилагательного перед
суффиксом -1у меняется на -i:
happy — happily
ready — readily
б) От прилагательных, оканчивающихся на -Ые, наречия
образуются заменой -1е на -1у.
possible — possibly
2. Некоторые наречия не отличаются по форме от прилага

тельных. Их можно различить только по той роли, которую
они выполняют в предложении. В предложении наречия
определяют глаголы, прилагательные или другие наречия;
прилагательные же определяют существительные.
К таким наречиям относятся fast, long, far, little ,
m uch, early, late, straigh t, а также daily, w eek ly,
327
n on th ly, frien d ly и др., образованные от существительных
с помощью суффикса -1у.
Наречия Прилагательные
She did not stay long. She was wearing a lo n g dress.

He worked m uch at his There was m uch snow last
English. winter.
The postman brings letters The Times is a d a ily . news
and telegrams to our office paper.
d aily.
Некоторые наречия, например hard, la te, near, имеют

две формы: одну — совпадающую с соответствующим при
лагательным, другую — образованную с помощью суффикса
-1у; причем эти формы имеют разные значения
Не lives quite near, It’s n early 9 o’clock. I rflhst

(близко) hurry up. (почти)
I went to bed la te at night, I have seen him lately,
(поздно) (недавно)
He worked hard last year, I can h ard ly see anything in
(много) the darkness, (едва)
1. Наречия too и also в значении тоже употребляются в
утвердительных и вопросительных предложениях.
They also joined the excursion.
Have you been there too?
2. В отрицательных предложениях в том же значении упот

ребляется наречие either.
I haven’t seen him either.
3. Наречия too и either в значении тоже, также стоят в

конце предложения.
328
I don’t like the concert either.
I shall go in for tennis too.
Но: Наречие too в значении слишком ставится перед тем
словом, которое оно определяет.
You are walking too fast.

There are too many people in the lift.
3. Степени сравнения наречий образуются так же, как и

степени сравнения прилагательных:
1) Односложные наречия и двусложное наречие ea rly об
разуют сравнительную степень путем прибавления суф
фикса -ег, а превосходную степень — суффикса -est
к форме положительной степени.
Can you walk faster? Father comes home latest.
2) Многосложные наречия с суффиксом -1у образуют срав

нительную степень при помощи слова m ore, а превос
ходную — при помощи слова m ost, которые ставятся
перед наречием в положительной степени.
Spring is coming and every day the sun shines m ore
brightly.
She speaks English m ost correctly of all the students.
3) Наречия often , quickly, slo w ly могут образовывать

сравнительную и превосходную степени как с помощью
слов m ore и m ost, так и с помощью суффиксов -ег
и -est:
often — m ore often — m ost often
often — oftener — oftenest
4) Некоторые наречия образуют степени сравнения не по

общим правилам.
I like spring b etter than autumn.
She sang best of all.
1 1 Зак. 75
329
Вид Положи Сравнительная Превосходная
наречий тельная степень степень
степень
Однослож soon [su:n] sooner ['su:na] soonest ['su:nist]

ные fast [fcust] faster ['fcusta] fastest ['fcustist]
наречия (а late [leit] later ['leita] latest ['leitist]
также early) early ['a:li] earlier ['a:lia] earliest ['a:liist]
Много brightly m o re brightly m o st brightly

сложные slowly m o re slowly m o st slowly
наречия
Но: w ell b e tte r best

b a d ly w o rse w o rs t
m uch m o re m o st
little less le a s t
far f a r th e r f a r th e s t
При образовании сравнительной и превосходной степени на
речий наблюдаются такие же изменения формы, как и у прила
гательных:
late — later — latest early — earlier — earliest
§ 8. ФРАЗОВЫЕ ГЛАГОЛЫ. ПОСЛЕЛОГИ

(THE PHRASAL VERBS. THE POSTPOSITIONS)
В английском языке имеются глагольные комплексы, в

состав которых входят глаголы и адвербиальные формы,
некоторые из которых совпадают с предлогами. Эти адвер
биальные формы называются п о с л е л о г а м и . К ним от
носятся in, on, dow n, ou t, off, up и другие.
330
Сравните
Предлоги Послелоги
The cup is on the shelf. Please go on reading.
What can you see in the picture? Come in, please.
В отличие от предлогов послелоги стоят после глаголов

и составляют с ними единые комплексы (фразовые глаголы),
которые имеют значения в той или иной мере отличные
от значений входящих в них глаголов.
Например: to get in — входить
to get off — сходить
to get out — выходить
to get up — вставать
В некоторых случаях послелоги могут стоять как после

глаголов, так и после дополнений.
Put on your coat. Put your coat on.
§ 9. СЛОВООБРАЗОВАНИЕ (WORD FORMATION)
1. Многие английские слова могут в однбй и той же форме

относиться к различным частям речи. Значение таких слов
определяется, исходя из их места и роли в предложении
и с учетом их грамматической формы.
There is a lot of w ater in the bottle (существительное).
She w aters the flowers in the evening (глагол).
C lean your shoes before you come into the house (глагол).
Keep your classroom clean (прилагательное).
2. Многие слова в английском языке образуются путем со

единения двух слов в одно. Некоторые из таких сложных
слов пишутся слитно, другие через дефис (черточку). Зна
чение сложных слов часто выводится из значений их co
il* 331
ставляющих, но иногда сложные слова имеют собственные
значения:
schoolyard — школьный двор; airport — аэропорт;
bookshop — книжный магазин; apple-tree — яблоня;
greenhouse — оранжерея, теплица
Суффиксы
3. Для образования новых слов в английском языке широко

используются суффиксы, которые придают им новые зна
чения:
-ег (-o r ) — обозначает действующее лицо:
writer, actor;
-in g — обозначает процесс, действие:
meeting, reading;
-ion (-sio n , -tio n , -a tio n ) — обозначает действие, процесс
или результат действия:
action, organization;
-ism — обозначает определенное учение, направление в
искусстве, литературе, общественную формацию, осо
бенность, состояние:
Darwinism, realism, heroism;
-ist — обозначает лицо, деятеля, представителя профессии,
последователя теории, метода, направления:
colonist, artist, socialist;
- ( i ) t y — обозначает состояние, положение, качество, свой
ство:"
activity, reality;
-m ent — обозначает действие, результат действия, средст
во, процесс, состояние:
enjoyment, development;
-n ess — обозначает качество, состояние:
darkness, coldness;
-ab le (-ib le ) — с пассивным значением:
eatable, readable;
332
-a l — образует относительные прилагательные от основ су
ществительных:
national, conversational;
-an ce (e n c e ) — в отвлеченных существительных, обозна
чающих действие, а также состояние и качество:
assistance, correspondence;
-a n t (-e n t) — обозначает деятеля или лицо:
assistant; correspondent;
-en — обозначает процесс перехода или перевода в состо
яние, выраженное основой:
straighten, blacken;
-ive — встречается в относительных прилагательных, об
разованных от глагольных основ:
active, demonstrative;
-ish — образует прилагательные от основ имен прилага
тельных со значением неполной степени качества:
coldish, feverish;
-ous — со значением обладающий (в полной мере) каче
ством, обозначенном в основе:
joyous, mountainous;
-an (-ia n , -ea n ) — образует относительные прилагатель
ные от географических названий, собственных имен:
American, European;
-fu l — со значением “обладающий в полной мере качест
вом”:
playful, fruitful;
-ic — указывает на состав, структуру чего-либо, отношение
к чему-либо:
dramatic, heroic;
-less — со значением “не имеющий или лишенный чего-либо:
endless, lifeless;
-у — обозначает качество объекта:
stony, sunny;
-ate — обозначает действие, соответствущее существитель
ным с суффиксом -ation
graduate, demonstrate;
ззз
- ( i) f y — со значением производить действие, выраженное
основой:
intensify, simplify;
-ize (-is e ) — со значением заниматься, становиться, при
обрести качество, выраженное основой:
organize, advertise;
-ly — обозначает наречие с тем же качеством, что и при
лагательное, от которого оно образовано:
coldly, slowly.
Часть речи Суффикс Словообразование
Имя -апсе (-епсе) to perform —

существительное performance
-ег (-or) to work — worker
-ing to build — building
-(t)ion, (s)ion to decorate — decoration
-ism social — socialism
-ist social — socialist
-(Oty active — activity
-ment develop — development
-ness happy — happiness
Имя -able (-ible) to enjoy — enjoyable

прилагательное -al continent — continental
-an Russia — Russian
-ant (-ent) to differ — different
-ful help — helpful
-ic hero — heroic
-ish yellow — yellowish
-ive act — active
-less help — helpless
-ous mountain —
mountainous
-y rain — rainy
334
Часть речи Суффикс Словообразование
Глагол -ate to decorate

-еп to lessen
-fy to electrify
-ize (-ise) to organize
Имя числительное -teen six — sixteen

-ty six — sixty
-th six — sixth
Наречие -ly nice — nicely
Приставки
4. Новые слова образуются с помощью приставок, которые

изменяют значение слов, не меняя, как правило, их при
надлежность к той или иной части речи:
un придает отрицательное значение или выражает про
тивоположное действие:
unhappy, unpack;
in (перед 1 превращается в Н-, перед ш, р — в im-,
перед г — в ir-):
incorrect, impossible, irregular;
re- — придает значение повторности или совершения дей
ствия вновь:
re-do, reread;
d is обозначает обратное действие, противоположное
значению, выраженному основой; отсутствие чего-либо,
лишение качества:
disjoin, disagreement;
m is- — обозначает неправильность, противоположность
значению основы:
misunderstand, misuse, mis-spend.
335
Приставки Словообразование
un pleasant — unpleasant

to dress — to undress
in- (im-, ir-, il-) definite — indefinite
possible — impossible
regular — irregular
legal — illegal
re- to write — to rewrite
dis- to like — to dislike
advantage — disadvantage
mis- to understand — to misunderstand
advice — misadvice
IRREGULAR VERBS
I форма II форма III форма Значение
be [bi:] w a s [woz], w ere [wo:]been [bi:n] быть

b eat [bi:t] b ea t [bi:t] b ea ten ['bi:tn] бить
becom e [Ы 'клт] b ecam e [bi'keim] b ecom e [bi'kAm] сделаться, стать
b eg in [bi'gin] b eg a n [bi'gaen] b eg u n [Ы'длп] начинать(ся)
b ite [bait] b it [bit] b itte n [bitn] кусать
blow [blou] b lew [blu:] b low n [bloun] дуть
break [breik] broke [brouk] brok en ['Ьгоик(э)п]ломать(ся)
b rin g [brig] b ro u g h t [bro:t] b ro u g h t [bro:t] приносить
b u ild [bild] b u ilt [bilt] b u ilt [bilt] строить
buy [bai] b o u g h t [bo:t] b o u g h t [bo:t] покупать
catch [kaetj] ca u g h t [ko:t] ca u g h t [ko:t] ловить, хватать

ch oose [tju:z] ch o se [tfouz] ch o sen ['tôuzn] выбирать
com e [клт] cam e [keim] com e [к л т ] приходить
cost [kost] co st [kost] co st [kost] стоить
cu t [kAt] cu t [kAt] cu t [kAt] резать
338 I форма II форма III форма Значение
do [du:] d id [did] d o n e [dAn] делать

draw [dro:] d rew [dru:] d raw n [dro:n] тащить; рисовать
d rin k [drigk] d ran k [draegk] d ru n k [drAgk] пить
drive [draiv] drove [drouv] d riv en ['drivn] везти, гнать
ea t [i:t] ate [et] e a ten ['i:tn] есть, кушать
fa ll [fo:l] fell [fel] fa lle n [Ъ:1п] падать

feel [fi:l] fe lt [felt] fe lt [felt] чувствовать
fig h t [fait] fo u g h t [fo:t] fo u g h t [fort] бороться, сражаться
fin d [faind] fo u n d [faund] fou n d [faund] находить
fly [flai] flew [flu:] flo w n [floun] летать
forget [fa'get] forgot [fa'got] fo rg o tten [fo'gotn] забывать
forgive [fa'giv] forgave [fa'geiv] fo rg iv en [fa'givn] прощать
freeze [fri:z] froze [frouz] fro zen ['frouzn] замораживать
get [get] got [got] g o t [got] получать, становиться, делаться

give [giv] gave [geiv] g iv en ['givn] давать
go [gou] w en t [went] g o n e [gon] идти, ходить
grow [grou] grew [gru:] grow n [groun] расти, становиться
h a n g [haerj] h u n g [Ьлд] h u n g [Ьлд] вешать, висеть

have [haev] had [haed] had [haed] иметь
hear [hia] h eard [hard] h eard [hard] слышать
h it [hit] h it [hit] h it [hit] поражать, попадать
h old [hould] h eld [held] h eld [held] держать
hu rt [hart] h u rt [hart] hu rt [hart] причинить боль, ушибить
keep [ki:p] k ept [kept] kept [kept] держать, хранить

k n ow [nou] k n ew [nju:] k n ow n [noun] знать
lay [lei] la id [leid] la id [leid] класть

lead [li:d] led [led] led [led] вести
leave [li:v] le ft [left] le ft [left] оставлять, покидать
len d [lend] le n t [lent] le n t [lent] давать взаймы
le t [let] le t [let] . le t [let] позволять; отдавать внаем
lie [lai] la y [lei] la in [lein] лежать
lig h t [lait] lit [lit], lig h te d ['laitid] lit [lit], lig h te d ['laitid] зажигать
lose [lu:z] lo st [lost] lo st [lost] терять
3 39
340
m ake [meik] m ade [meid] m ad e [meid] делать

m ean [mi:n] m ean t [ment] m ea n t [ment] значить
m eet [mi:t] m et [met] m et [met] встретить
pay [pei] paid [peid] p aid [peid] платить

put [put] put [put] p u t [put] класть
read [ri:d] read [red] read [red] читать

retell [,ri:'tel] retold [,ri:'tould] reto ld [,ri:'tould] пересказывать
ride [raid] rode [roud] rid d en [ridn] ездить верхом
rin g [rio] ran g [raeg] ru n g [глд] звонить
rise [raiz] rose [rouz] risen ['rizn] подниматься
run [глп] ran [raen] run [глп] бежать
say [sei] sa id [sed] sa id [sed] сказать

see [si:] saw [so:] seen [si:n] видеть
sell [sel] sold [sould] so ld [sould] продавать
sen d [send] sen t [sent] se n t [sent] посылать
set [set] set [set] se t [set] помещать, заходить (о солнце)
shake [Jeik] sh ook [Juki sh a k en ['Jeikn] трясти
sh in e [Jain] sh o n e [Jon] sh o n e [Jon] СИЯТЬ

sh o o t [Jurt] sh o t [Jot] sh o t [Jot] стрелять
sh ow [Jou] sh o w ed [Joud] sh ow n [Joun] показывать
sh u t [jAt] sh u t [j'At] sh u t [jAt] закрывать
s in g [sir)] sa n g [saeg] su n g [saq] петь
s it [sit] sat [saet] sat [saet] сидеть
sleep [sli:p] slep t [slept] slep t [slept] спать
speak [spi:k] spoke [spouk] sp oken ['spoukn] говорить
sp ell [spel] sp elt [spelt] sp elt [spelt] произносить (слово) по буквам
sp en d [spend] sp en t [spent] sp en t [spent] тратить, проводить (время)
spread [spred] spread [spred] spread [spred] распространять
sta n d [staend] stood [stud] stood [stud] стоять
stick [stik] stu ck [sUk] stu ck [stAk] втыкать
strik e [straik] stru ck [strAk] stru ck [strAk] ударять
sw eep [swi:p] sw ept [swept] sw ept [swept] мести
sw im [swim] sw am [swaem] sw um [swAm] плавать
tak e [teik] took [tuk] tak en ['teikn] брать

tea ch [tiit]-] ta u g h t [tort] ta u g h t [tort] обучать, учить
te ll [tel] to ld [tould] to ld [tould] сказать

th in k [9ir)k] th o u g h t [9a:t] th o u g h t [9o:t] думать
th row [0rou] th rew [0ru:] th row n [0roun] бросать
u n d ersta n d u n d ersto o d u n d ersto o d понимать

1
[,Anda'staend] [,Anda'stud] [,Anda'stud]
w ake [weik] w oke [wouk] w ok en ['woukn] просыпаться

w ear [wea] w ore [wo:] w orn [worn] носить (одежду)
w eep [wi:p] w ep t [wept] w ep t [wept] плакать
w in [win] w on [wAn] w on [wAn] выигрывать; побеждать
w rite [rait] w rote [rout] w r itte n ['ritn] писать
7. KEYS TO EXERCISES
(Ключи к упражнениям)
Unit I
Exercise 9 (b)
1. stepped; 2. object; 3. bit; 4. better; 5. good; 6. object;
7. rather; 8. sad.
Exercise 18 (b)
1. in; 2. for; 3. to; 4. on (at); 5. for ... for; 6. for; 7. on
... to; 8. at ... by.
Exercise 27 (b)
1. shock; 2. shakes; 3. driving; 4. action; 5. fellow;
6. conditions; 7. action; 8. turned.
Exercise 36 (b)
1. on ... to; 2. at; 3. on; 4. to; 5. of ... on; 6. in; 7. off;
8. with.
Exercise 45 (b)
1. once; 2. dropped; 3. hurry; 4. twice; 5. lend; 6. celebrate;
7. drop; 8. perhaps.
Exercise 54 (b)
1. on; 2. in; 3. with; 4. at; 5. from; 6. for; 7. by; 8. of.
Exercise 63 (b)
1. to ... by; 2. about ...of; 3. in; 4. to ...in; 5. in ... for;
6. in ... at; 7. of; 8. from ... to.
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Exercise 72 (b)
1. an, a, — ; 2. a, — , — ; 3. the, — , — , — ;4. — , the,
the; 5. the, the, the; 6. the, a; 7. the, the; 8. the, the, a.
Exercise 72 (c)
1. — ; 2. — , to; 3. to; 4. — ; 5. — ; 6. to; 7. — ; 8. to.
Unit II
Exercise 9 (b)
1. notice; 2. sweet; 3. dreamed; 4. dream; 5. power;
6. disappointed; 7. voice; 8. fills.
Exercise 18 (b)
1. in; 2. of; 3. of; 4. of ... to ... in; 5. in; 6. with; 7. in;
8. with ... to.
Exercise 36 (b)
1. true; 2. light; 3. neighbours; 4. suit; 5. fix; 6. truths;
7. set; 8. card.
Exercise 45 (b)
1. to; 2. for; 3. to; 4. in; 5. at; 6. by (at) ... of; 7. at;
8. on.
Exercise 54 (b)
1. of; 2. about; 3. in; 4. to; 5. in ... of; 6. in ... of ... for;
7. from; 8. for.
Unit III
Exercise 9 (b)
1. secret; 2. increased; 3. particular; 4. indeed; 5. size;
6. bore; 7. crowd; 8. sign.
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Exercise 18 (b)
1. with; 2. to; 3. in; 4. of ... in; 5. in ... of; 6. of; 7. from;
8. at.
Exercise 27 (b)
1. sure; 2. share; 3. hurry; 4. noise; 5. angry; 6. cut;
7. though; 8. married.
Exercise 36 (b)
1. on ... from; 2. against; 3. for; 4. in; 5. with; 6. to;
7. about; 8. with.
Exercise 45 (b)
l.fear; 2. matter; 3. amused; 4. use; 5. exactly; 6. cheered;
7. silence; 8. shot.
Exercise 54 (b)
1. to; 2. for; 3. in; 4. of ... to; 5. for ... of; 6. by; 7. in;
8. in ... for.
Exercise 63 (b)
1. sailing; 2. begged; 3. rated; 4. amount; 5. saved;
6. weight; 7. sense; 8. save.
Exercise 72 (b)
1. for ... in; 2. of; 3. from; 4. of ... in; 5. at; 6. with; 7. for;
8. of.
Exercise 81 (b)
1. — , the; 2. the; 3. a, a; 4. the, the, — , — , — ; 5. the,
the, the, the; 6. a, the, a, — ; 7. — , — , — , a; 8. — , — ,
a, — .
Exercise 81 (c)
1. missed, should have; 2. were; 3. had read, would have
known; 4. had ... rained; 5. am, do ... wait; 6. catch, shall
345
arrive (had caught, should have arrived); 7. were, would ...
play; 8. had been, would have enjoyed.
Exercise 90 (b)
1. the, the; 2. — , the; 3. a, a, the, the, the; 4. a, —;
5. the, the; 6. a, — , — ; 7. a, — , the; 8. a, a, — , a, a,
Exercise 90 (c)
1. did ... have, would meet; 2. had known, had, should have
woken; 3. had; 4. rains, will ... bring; 5. had painted;
6. want, shall buy; 7. had known, should have phoned;
8. wish, had been.
Unit IV
Exercise 9 (b)
1. connected; 2. reply; 3. supposed; 4. line; 5. accepted;
6. suggest; 7. spoiled; 8. slight.
Exercise 18 (b)
1. mixed; 2. remains; 3. allow; 4. shame; 5. fast; 6. burned;
7. rest; 8. resting.
Exercise 27 (b)
1. with; 2. for; 3. to; 4. with; 5. of ... at; 6. on; 7. with;
8. for.
Exercise 36 (b)
1. company; 2. necessary; 3. satisfied; 4. smart; 5. position;
6. qualities; 7. employed.
Exercise 45 (b)
1. of ... in ... of; 2. for; 3. with ... of; 4. for; 5. in; 6. in;
7. of; 8. on ... with.
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8. Quizzes
Quiz I
1. Why did the R om ans1 call Britain “A lbion2”?
2. What are the names of the Northern and Southern
extremities 3 of Great Britain?
3. On which rivers do the following towns stand?
a) Newcastle; b) Glasgow; c) Stratford; d) Oxford;
e) Bristol.
4. Give the names of the following (they are all in Britain):
a) the longest river; b) the largest co u n ty 4; c) the largest
lake; d) the largest city not counting London; e) the
busiest port.
5. What is the name of the highest mountain?
a) on the British Isles; b) in Wales; c) in England.
6. What cities in Britain have the following nicknames?
a) Auld Reekie; b) The Granite City; c) The Smoke.
7. Why are there few outdoor cafes in England?
8. What are the Highlands of Scotland like?
9. What two raw materials 5 are often found close together
in Great Britain?
10. What animals can one see in the Highlands?
11. Which parts of Great Britain are the centres of the woollen
and cotton industry?
1 Romans — римляне
2 Albion ['selbjan) — Альбион (Великобритания, особенно Англия)
3 extremity [iks'tremiti] — крайняя точка
4 county ['kauntij — графство (административная единица в Англии)
5 raw [гэ:] materials — полезные ископаемые
347
12. In which part of the country are Britain’s greatest
shipyards 1 situated?
13. What kinds of hard fruits grow well in many parts of
Britain?
14. What kinds of soft fruits grow well in Britain?
15. Are all the people in Britain English?
16. Why is Wales often called the “land of songs”?
17. Name the national flower emblems of a) England;
b) Scotland; c) Ireland; d) Wales.
18. What is the name of the Scottish lake in which there is
supposed 2 to be a m o n ster3?
19. What do you know about the famous Round Table? Who
sat at it?
20. Who was the leader of the p easan ts4 anti-feudal uprising5
in England?
21. What is the name of the English town where William
Shakespeare was bom?
22. What is April 23rd connected with in England?
23. Who was Shakespeare’s favourite actress?
24. What is the name of the poet who was called “The
Father of English Poetry”?
25. What famous literary traveller left his home in Hull on
the 1st of September, 1651, and did not get back home to
Yorkshire until 1687?
26. A British writer was born in Dublin, but spent much of
his life in London. What was his name and what was his most
famous book?
1 shipyard — судоверфь
2 suppose [sa'pouz] — предполагать
3 monster — чудовище
4 peasant ['pezant] — крестьянин
5 uprising — восстание
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27. Which famous Scotsman was born at Alloway in Ayrshire 1
in 1759?
28. The tallest spire 2 in Edinburgh, the capital of Scotland,
is a memorial to a famous writer. What is his name?
29. In what books would you meet the following names?
a) Long John Silver; b) Jim Hawkins.
30. Who wrote the following?
a) “Oliver Twist”; b) “Alice Through the Looking-Glass”.
31. In what books do the following characters o ccu r3?
a) The White Rabbit; b) Friday.
32. Which of the famous Sherlock Holmes’s stories is named
after a horse?
33. What sports have originated in Britain?
34. Which is the most popular British sport?
35. How old is horse-racing in England?
36. What is the annual sporting event which takes place on
the river Thames?
37. Why are public holidays in Britain called «bank holidays”?
38. What is “high tea”?
39. When did the Great Fire of London take place?
40. A king was the founder of the British N av y 4. W hat was
his name?
41. Can you rearrange the letters О PACK IN COAT to form
the name of a great navigator who explored the coast of a
continent in 1770? What was the name of the continent then?
42. What was the name of the English navigator who was
called “Queen Elizabeth’s pirate”?
1 Ayrshire ['eajia] — Эршир (графство в Шотландии)

2 spire ['spaio] — шпиль
3 occur [э'кэ:] — иметь место, встречаться
4 navy — военно-морской флот
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QUIZ ANSWERS
1. “Alba” means “white” in Latin and the first thing the Romans
saw when they came were the white chalk cliffs on the southern coast
of Britain.
2. John O’Groats \ Land’s End.
3. a) the Tyne; b) the Clyde; c) the Avon; d) the Thames; e) the
Avon.
4. a) the Severn; b) Yorkshire; c) Windermere; d) Birmingham;
e) London.
5. a) Ben Nevis; b) Snowdon; c) Scaffel Pike 2.
6. Edinburgh; Aberdeen; London.
7. Because the weather is uncertain.
8. The Highlands are the hilly or montainous regions in the north
of the country; they form the greater part of the western half of
Scotland north of Glasgow.
9. Coal and iron.
10. Sheep, goats, long-haired Highland cattle.
11. Yorkshire is the centre of the woollen industry. The centre of
the cotton goods industry is Manchester.
12. The most famous shipyards are on Clydeside, just outside
Glasgow.
13. Apples and pears.
14. Plums, strawberries, blackcurrants and raspberries.
15. Only the people of England call themselves English. The others
are the Welsh, Scottish, or Irish.
16. Because the Welsh people arefamous for their good voices. It
is difficult to find a village without a good choir there.
17. a) the rose; b) the thistle; c) the shamrock; d) the daffodil.
18. Loch Ness.
19. The famous Round Table was used by King Arthur and his
knights to show that all were equal.
1 John O’Groats ['d3ona' grouts] — Д ж он О ’Гротс

2 Scaffel Pike ['sko:fel 'paik]
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20. Wat Tyler, [wot 'tails].
21. Stratford-on-Avon.
22. It is St. George’s Day 1 who is the Patron Saint 2 of England.
(The flag of St. George — a red cross on a white background — is the
English national flag.) That day also is William Shakespeare’s birthday.
23. Shakespeare never saw an actress. All roles were played by
men and boys until many years after his death.
24. Geoffrey Chaucer (1340— 1400).
25. Robinson Crusoe.
26. Jonathan Swift (1667— 1745) was one of the greatest literary
figures of his day. His most famous book is “Gulliver’s Travels”.
27. Robert Burns.
28. Walter Scott.
29. “Treasure Island”.
30. Charles Dickens. Lewis Carroll.
31. a) Lewis Carroll, “Alice in Wonderland”; b) Daniel Defoe,
“Robinson Crusoe”.
32. “Silver Blaze” (в русском переводе — “Серебряный”).
33. Football, horse-racing, goli, lawn tennis and rowing.
34. Football.
35. The races took place every Friday during the horse show at
Smithfield in the reign of Henry II (1154-89).
36. The Annual3 Boat Race between Oxford and Cambridge
universities on the river Thames is one of the most popular sporting
events of the year.
37. Because banks are closed on holidays.
38. This is a meal which in Scotland and many parts of Northern
England takes the place of tea and dinner.
39. In 1666.
40. Alfred.
41. Captain Cook. Australia. Then called New Holland.
1 St. George’s Day [snt 'd3o:d3izdei]— день святого Георгия

2 Patron Saint — святой покровитель
3 annual ['aenjuol] — ежегодный
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42. Francis Drake 1 sailed round the world between 1577 and 1580
in his ship the “Golden Hind” (“Золотая лань”).
Quiz II
How good is your knowledge of the USA? Test it with this
quiz.
1. What countries made early settlem ents in America?
2. What was the first English colony in America?
3. Who were the Pilgrim Fathers?
4. What were the thirteen English colonies that were estab
lished by the time of the War of Independence (1775— 1783)?
5. Who was the first American President? When did he
become President of the USA?
6. What does the Statue of Liberty 2 in New York Harbour 3
commemorate 4?
7. Describe the flag of the USA.
8. When does the American President take office and how
long is his term?
9. What is the name given to the official residence of the
President of the USA in Washington?
10. What is the national flag of the USA called?
11. What kind of music first developed in New Orleans?
12. On what river is the capital of the United States situated?
13. What is the largest river in the USA?
14. How does football rank as a sport in the United States?
15. A British billion is one million million (1,000,000,000,000).
What is a billion in the USA?
1 Drake, Francis ['dreik 'fransis] — Дрейк, Фрэнсис

2 Statue of Liberty ['staetju av 'libatij — Статуя Свободы
3 harbour ['hcuba] — гавань, порт
4 commemorate [ka'memareit] — отмечать (событие)
352
16. The emigrants from England, who became the founders
of the New England colonies in North America, were brought
to the American coast by a ship. What was its name and when
was that voyage made?
17. Who sang and made famous the song Old M an River
and was a great fighter for peace?
18. A famous American author wrote a book about a dog.
Can you name him and the dog?
19. Which is the largest state in the USA? Which is the
smallest one?
20. What animal is a symbol of the US government?
21. What is the nickname of the US government?
22. What are the names of the two houses of the legislative
branch 1 of the US government?
23. What is the Day of National Independence in the USA?
24. What university is the oldest in the USA?
25. What name is given to the annual statuette award made
by US Academy of Motion P ictu res2 for outstanding
achievements 3 in various fields of film production?
26. What are the most popular team sports in the United
States?
27. Who were the first men to fly over the North Pole?
28. What is the name of a very popular musical instrum ent
in the United States?
29. If you were visiting America, you would hear these words
used every day. What British English words have the same
meaning?
Movies, elevator, automobile, fall, icebox.
30. What monument in Washington is called “the pencil”?
1 legislative branch ['led3isleitiv 'brantf] — законодательная ветвь

2 Academy of Motion Pictures — Академия киноискусства
3 outstanding achievements — выдающиеся достижения
353
31. In what country was the Statue of Liberty made?
32. When did New York get its name?
QUIZ A N SW ER S
1. Early settlements were made by Spain (in Florida and the

south-west), France (from Canada and the Great Lakes down the
Mississippi to Louisiana), the Netherlands (around what is now New
York, first called New Amsterdam), and England (along the Atlantic
coast).
2. The first English colony was Jamestown, founded in 1607 for
trading purposes.
3. The Pilgrim Fathers were a group of English religious people
who founded a colony which they called Plymouth Colony,
Massachusetts, in 1620.
4. New Hampshire, Massachusetts, Rhode Island, Connecticut, New
York, New Jersey, Pennsylvania, Delaware, Maryland, Virginia, North
Carolina, South Carolina, Georgia.
5. George Washington became president in 1789.
6. It commemorates the centenary 1 of the American Declaration
of Independence.
7. Thirteen red and white stripes and fifty white stars on a blue
field.
8. The President takes office on the 20th of January of the year
following his election. His term of office 2 is four years.
9. The White House.
10. The Stars and Stripes.
11. Jazz.
12. Washington is situated on the Potomac River.
13. The Mississippi together with the Missoury.
14. It is not so popular as it is in many other countries.
15. One thousand million (1,000,000,000).
16. The Mayflower. The voyage was made in the year 1620.
1 centenary [sen'timori] — столетняя годовщина

2 term of office — срок пребывания в долж ности
354
17. Paul Robeson.
18. “White Fang”. This famous book was written by Jack London
in 1906 and is about a dog called White Fang.
19. Alaska. Rhode Island
20. The bald eagle.
21. Uncle Sam.
22. The Senate and the House of Representatives; together they
are called the Congress.
23. July, 4th.
24. Harvard, in Cambridge, Massachusets. It was founded in 1636.
25. Oscar.
26. Basketball, American football and baseball.
27. Two Americans — Richard Byrd and Floyd B ennet— 1926.
28. The recorder2 which originated in the Middle Ages and
resembles a clarinet.
29. Pictures, lift, car, autumn, refrigerator.
30. The tall column set up to commemorate George Washington.
31. In France.
32. In 1664.
Quiz III
1. Who were some of the English explorers 3 who tried to
find a North-West Passage to the Far East?
2. M ontreal4 is one of Canada’s greatest cities. Explain the
meaning of its name.
3. When did Canada become independent?
4. How many Canadians speak English (French)?
5. The British queen is also the queen of Canada. What
official is the real head of the Canadian government?
1 Rhode Island [roud 'ailond] — Род-Айленд

2 recorder [ri'koido] — род старинной флейты
3 explorer [iks'pbira] — исследователь
4 Montreal bmontrib:!] — Монреаль
355
6. Who were the first Europeans to discover Australia?
7. Australia’s most popular state was given its name by a
British explorer. Who was he?
8. What was the name of the Australian continent when
Cook explored its eastern coast?
9. An English rabbit nearly ruined Australia. Do you know
how it happened?
10. Captain Abel Tasman discovered the island now named
Tasmania. Who discovered New Zealand? When?
11. What are the aboriginal people of New Zealand called?
12. Wellington, the capital of New Zealand, is the second
largest city in that country. What is the first (third) largest city
in New Zealand?
13. New Zealand is the only place in the world for the birds
which are among the smallest of the flightless firds. W hat do
you call those birds?
14. What type of footwear 1 su g g e sts2 the capital of New
Zealand?
15. As you know, Captain Cook claim ed3 Australia for
Britain in 1770. When did the first British s e ttle rs 4 arrive in
Australia?
16. Say what you know about the National Gallery in London.
17. Which part of Edinburgh5, the capital of Scotland, is
known as the “Royal 6 Mile”?
18. What is the biggest industrial and cultural centre and the
main seaport of Ireland?
1 footwear — обувь
2 suggest [ s a f e s t ] — предлагать, иметь отношение
3 claim — объявлять своей территорией
4 settler — поселенец
5 Edinburgh ['edinbara] — Эдинбург
6 royal I'roial] — королевский
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19. In what way does south Wales differ from central and
north Wales?
20. What US city is called the “Athens of America” and
why?
21. Why is Piccadilly Circus 1 called the centre of London?
QUIZ A N SW ER S III
1. The names of the early English explorers can be seen on the

map of northern Canada. They are Martin Frobisher (Frobisher Bay),
John Davis (Davis Strait), Henry Hudson (Hudson Strait), William
Baffin (Baffin Bay), Thomas James (James Bay, Luke Fox (Fox
Channel 2).
2. “Mont Royal” is French for “Royal Mountain”. When Jacques
Cartier, a French explorer of North America, came to the top of a hill,
the view from it was so impressive that he named the hill “Mont
Royal”, which later turned into Montreal.
3. On July 1, 1867.
4. About one-third of the Canadians speak French and a little over
two-thirds speak English.
5. The real leader is the prime minister.
6. The Dutch 3.
7. Captain James Cook (1728— 1779). He named the eastern coast
of Australia New South Wales.
8. New Holland.
9. About 1859 a man in the province of New South Wales let
loose several pairs of English rabbits. They multiplied 4 and spread 5
so rapidly that within ten years they became deadly menace 6 to the
agriculture of Australia.
1 Piccadilly Circus Lpikodili 'soikos] — Пикадилли (круглая пло

щадь в Лондоне)
2 channel ['tjaenol] — пролив
3 The Dutch — голландцы
4 multiply ['mAltiplai] — размножаться
5 spread [spred] — распространяться
6 deadly menace ['dedli 'menos] — смертельная угроза
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10. A. Tasman. In 1642.
11. Maoris.
12. Auckland (Christchurch).
13. Kiwis.
14. Wellingtons l.
15. It was not until January, 1788. Their tiny settlement 2 is now
the city of Sydney.
16. This building overlooks Trafalgar Square. It houses the national
collection of paintings, which is more than two thousand. It was opened
in 1838.
17. “The Royal Mile” is a very old thoroughfare 3 running through
the oldest part of the city where there are many famous historic houses
and narrow lanes 4.
18. Its capital Dublin.
19. In central and north Wales, farming is the main occupation5,
but the valleys of south Wales are very heavily industrialized.
20. Boston, one of the centres where US culture originated. The
first American schools were founded in Boston.
21. Many people think that it is the real centre of London because
it is not only central but also the heart of London’s entertainment
world where we find most of London’s best-known theatres and cinemas.
1 Wellingtons — высокие сапоги, резиновые сапоги (по фамилии

английского военачальника, носившего такие сапоги)
2 tiny ['taini] settlement — очень маленький посёлок
3 thoroughfare ['ЭлгэГеэ] — оживлённая улица
4 narrow lanes — узкие улочки
5 occupation — род занятий
VOCABULARY
a — adjective ['aed3iktiv] — прилагательное
adv — adverb ['aedv9:b] — наречие
cj — conjuction [k9n'd3Agkjn] — союз
int — interjection [,int9'd3ekjn] — междометие
n — noun [naun] — существительное
пит — numeral ['njuimoral] — числительное
pi — plural ['pluorol] — множественное число
prep — preposition [,prep9'zijn] — предлог
pron — pronoum ['prounaunj — местоимение
v — verb [vo:b] — глагол
action ['aekjn] n действие, посту

A пок
active ['aektiv] а активный
а [э] неопределенный артикль activity [aek'tiviti] n деятель
(перед согласными) ность
ability [o'biliti] п способность, actor ['aekto] n артист, актер
умение actress ['aektris] n артистка, акт
able ['eiblj: be able мочь, суметь риса
about [9'baut] prep о; приблизи add [aed] v добавлять, прибав
тельно, около лять
above [o'bAv] prep над additional [o'dijonl] а дополни
absent ['aebsont]: be absent от тельный
сутствовать address [o'dres] n адрес
accept [ok'sept] v принимать, admit [od'mit] v признавать, до
признавать, допускать пускать
according (to) [9'ko:dig] adv со advantage [od'vcuntids] n пре
гласно, в соответствии имущество, превосходство, вы
achieve [o'tjnv] v достигать года, польза
achievement [o'tjnvmont] n до adventure [od'ventjo] n приклю
стижение чение
acquire [o'kwaio] v приобретать; advice [gd'vais] v совет
овладевать (знаниями) advise [od'vaiz] v советовать
across [o'kros] prep через, сквозь; afraid [9'freid]: be afraid бояться
adv по ту сторону after ['cufto] prep, cj после
act [aekt] v действовать; испол after Mark Twain по Марку
нять {роли) Твену
359
afternoon Lcufte'nuin] n время ап [эп] неопределенный ар
после полудня тикль (перед гласными)
again [o'gein] adv снова, опять ancient ['einjont] а старинный,
against [o'geinst] prep против древний
age [eid3] n возраст and [aend, ond], cj и
ago [э'дои] adv тому назад angry ['seogri] а сердитый, злой,
agree IVgri:] v соглашаться возмущенный
agricultural Laegri'kAltforol] a animal ['aenimol] n животное
сельскохозяйственный anniversary Laeni'vo.sori] n го
agriculture ['aegrikAltJo] n сель довщина
ское хозяйство another [э'плбэ] a, pron другой
aid [eid] n помощь, содействие, answer ['cunso] n ответ; v отве
поддержка; v помогать чать
aim [eim] n цель any ['em] а любой, всякий
air [гэ] n воздух; v проветривать any more больше
aircraft ['eokrcuft] n авиация anybody ['enibodi] pron кто-ни
all [ol] pron весь, всё, вся, все будь
allow [o'lau] v позволять, разре anyone ['eniwAn] pron кто-нибудь
шать, допускать anything ['eniGig] pron что-ни
almost [bilmoust] adv почти будь
alone [o'loun] а один, одинокий apartment [o'padmont] n квар
along [эЪг)] prep вдоль тира
already [od'redi] adv уже appeal [o'pr.l] n призыв, обраще
also [bilsou] adv также, тоже ние
although [э.Тбои] cj хотя, хотя и appear [o'pio] v появляться; вы
altogether [/o:lta'ge6a] adv впол ступать (на гастролях)
не, совсем, вместе, всего appearance [o'piorons] n внеш
always [blwoz] adv всегда ний вид, внешность
am [aem] l-e л. ед. ч. наст. вре applaud [o'pb:d] v аплодировать
мени глагола be apple ['aepl] n яблоко
!amateur ['aemoto] n любитель; a application Laepli'ketfn] n при
самодеятельный менение
among [э'тлд] prep среди, apply [o'plai] v обращаться с про
между сьбой; использовать, приме
amount [o'maunt] n количество, нять, прикладывать
общая сумма; v составлять appoint [o'point] v назначать
(сумму), доходить до April ['eiprol] n апрель
amuse [o'mjuiz] v забавлять, раз are [а] мн. ч. наст, времени
влекать глагола be
amusing [o'mjuizig] а забавный, area ['еэпэ] п площадь, про
смешной странство, территория
360
argue ['cugju:] v спорить, аргу В
ментировать, утверждать
arm [cum] n рука (от кисти до back [baek] n спина; задняя или
плеча)\ pi оружие; v воору оборотная сторона; adv назад
жаться bad [bsed] a (worse, worst) пло
arm-chair ['cumtjea] п кресло хой
army ['cumi] п армия bag [Ьжд] n сумка; портфель
arrange [э'гешбз] v устраивать, balcony ['baelkoni] n балкон
организовывать; приводить в ball [Ьэ:1] n мяч
порядок ballet ['bcelei] n балет
arrive [a'raiv] v приезжать, при banner ['Ьэепэ] n знамя, флаг,
бывать стяг
article ['cutikl] п статья; предмет bathroom ['bcuGrum] n ванная
artificial [.cuti'fijl] а искусствен (комната)
ный battle ['baetl] n битва; сражение
artist ['cutist] п художник; артист be [bi:] v (was/were, been)
arts [cuts] п изобразительное ис быть, существовать
кусство bear [Ьеэ] n медведь
as [aez] cj в то время как; по bear [Ьеэ] v (bore, borne,
скольку; как born) переносить, перевозить,
as ... as такой же ... как обладать, терпеть
ask [cusk] v спрашивать beat [bi:t] v (beat, beaten)
at [cet] prep у, в бить, побить
ate [et] см. eat beaten ['bi:tn] cm. beat
athletics [aeG'letiks] n атлетика beatiful [;bju:tiful] а красивый
attach [o'tcetj] v прикреплять; became [bi'keim] cm . become
придавать because [bi'koz] cj потому что
attend [a'tend] v посещать because of из-за, вследствие
attention [o'tenjn] n внимание become [Ы'клт] v (became,
pay attention обращать вни become) становиться, делаться
мание bed [bed] n постель
audience ['oidjons] n аудитория.. been [bi:n] cm . be
слушатели, зрители before [bi'fo:] prep перед
August ['oigastj n август beg [beg] v просить, умолять; ни
aunt [cunt] n тетя щенствовать
author ['э:0э] n автор began [bi'gaen] см. begin
autumn ['oitom] n осень begin [bi'gin] v (began, begun)
award [o'woid] n награда; v на начинать
граждать begun [Ы'длп] см. begin
awful ['o.ful] а ужасный, страш behave [bi'heiv] v вести себя,
ный поступать
1 2 Зак. 75 361
behaviour [bi'heivjo] n поведе blue [blu:] а синий
ние, поступки, манеры boat [bout] n лодка; пароход
behind [bi'haind] adv позади, body ['bodi] n тело, туловище
сзади book [buk] n книга; v приобре
believe [bi'li:v] v верить; полагать тать, заказывать билеты
bell [bel] n звонок bookcase ['bukkeis] n книжный
belong [bi'bg] v принадлежать шкаф
below [bi'lou] adv , prep ниже booking-office ['bukirpfis] n би
bench [bentj] n скамья летная касса
benefit ['benifit] n польза; пре boot [bu:t] n ботинок
имущество; льгота bore [Ьэ:] n скучный человек; v
beside [bi'said] adv около, возле надоедать, скучать
besides [bi'saidz] adv кроме того bore [bo:] см. bear
best [best] a ( превосх. ст. от boredom [Ъо^эгп] n скука
good, well) наилучший, са born [bo:n]: be born родиться
мый лучший; adv лучше, луч borne [bo:n] c m . bear
ше всего both [bou0] pron, cj оба
better ['beta] а (сравн. ст. от both ... and как ... так и
good, well) лучший; adv bottle ['botl] n бутылка
лучше bought [bo:t] c m . buy
between [bi'twi:n] prep между box [boks] n коробка
big [big] а большой box-office [/boks/ofis] n театраль
bill [bil] n театральная афиша; ная касса
счет (в ресторане) boy [boi] n мальчик
biography [bai'ogrofi] п биогра brave [breiv] а храбрый, смелый
фия bravery ['breivori] n храбрость
biology [ЬаГэЫзП п биология bread [bred] n хлеб
bird [bo:d] п птица break 1 [breik] n перемена
birthday [/b9:0dei] п день рож break 2 [breik] v (broke,
дения broken) ломать, разбивать;
bit [bit] п кусок, кусочек, немно нарушать (закон)
го, чуть-чуть breakfast ['brekfost] n завтрак
black [blaek] а черный have breakfast завтракать
blackboard ['blaekbo:d] п класс brigade [bri'geid] n бригада
ная доска bridge [brid3] n мост, мостик
blew [blu:] см. blow bright [brait] а яркий
block [bhk] n квартал (города) bring [brig] v (brought,
blouse [blauz] n блузка brought) приносить
blow [blou] v (blew, blown) broke [brouk] c m . break 2
ДУТЬ broken [Ъгоикэп] см. break 2
blown [bloun] cm . blow brother ['Ьглбэ] n брат
362
brought [bro:t] см. bring carriage ['каепбз] п вагон
brown [braun] а коричневый carry ['kaeri] v нести
brush [ЬглЛ n щетка; v чистить carry out выполнять
щеткой castle f'kcusl] n замок
build [bild] v (built, built) стро cat [kaet] n кошка
ить catch [kaetjl v (caught, caught)
building ['bildir)] n здание ловить; успеть
built [bilt] cm. build cattle-farm ['kaetlfam] rt живот
bullet ['bulit] n пуля новодческая ферма
burn [bo:n] v жечь, гореть caught [ko:t] cm. catch
bus [bAs] n автобус celebrate ['selibreit] v праздно
bush [buf] n куст вать
business ['biznis] n дело celebration [,seli'breijn] n празд
busy ['bizi] а занятой, несвобод нование
ный cemetery ['semitri] rt кладбище
but [b A t ] cj HO central ['sentrol] а центральный
butter ['bAta] n масло centre ['senta] rt центр
buy [bai] v (bought, bought) certain ['sa.tn] а определенный,
покупать некоторый, некий, убежден
by [bai] prep при, около ный
by bus автобусом certainly ['saitnli] adv конечно,
непременно
chair [tjeo] rt стул
С chalk [tjb:k] rt мел
champion ['tjaempjan] rt чемпион
cafe ['kaefei] n кафе championship ['tjaempjanfip] rt
cake [keik] n торт; пирожное чемпионат
call [кэ:1] v звать; называть; за chance [tfcuns] rt шанс, возмож
ходить ность; случайность, случай
calm [kcum] а спокойный, тихий, change [tjeind3] rt сдача; пе
мирный ремена; v менять(ся), изме
came [keim] см. come няться)
camp [kaemp] n лагерь character ['kaerikto] rt характер,
can [kaen] v (could) мочь нрав, свойство, персонаж
cap [kaep] n кепка check [tjek] v проверять
capital ['kaepitl] n столица cheer [tjia] rt одобрительное или
car [kcu] n машина; автомобиль приветственное восклицание,
card [kcud] n карта ( игральная), оживление, ободрение; v ап
карточка, билет лодировать, приветствовать,
саге [кгэ] п забота ободрять
take care (of) заботиться (о) cheese [tji:z] п сыр
1 2* 363
chief [tfi:f] я главный; n вождь close 2 [klous] а близкий
(индейцев) clothes [klou6z] n одеж да
child [tjaild] n ( p i children) ре club [kbb] n клуб
бенок . coach [koutfl n карета, экипаж
childhood ['tjaildhud] n детство coal [koul] n уголь
children ['tjildran] n ( p i о т coast [koust] n морской берег
child) дети coat [kout] n пальто
choir ['kwaia] ti xop -coffee ['kafi] n кофе
choose [tju:z] v (chose, chosen) cold [kould] n простуда; а холод
выбирать ный
chose [tjouz] cm . choose collect [ka'lekt] v собирать
cinema ['sinim a] n кинотеатр colour ['кл1э] n цвет
circle ['sa:kl] n круг, кружок, combine-harvester
сфера, круг ( л ю д е й ) ['kambain'hcuvista] n комбайн
circus ['saikas] п цирк combine-operator
citizen ['sitizan] п гражданин ['kambainbpareita] n комбайнер
city ['siti] п большой город come [к л т ] v (came, come)
twin towns (cities) пород приходить, прибывать, приез
ненные города, города-побра жать
тимы comedy ['kamadi] ti комедия
class [klcus] п класс comfortable ['kAmfatabl] а у доб
classmate ['klcusmeit] n одно ный
классник commercial [ka'maijbl] а торго
classroom ['klcusrum] ti классная вый
комната common ['kaman] а общий, со
clean [kli:n] а чистый; v убирать, вместный, общ ественный, об
вытирать ( д о с к у ) щеизвестный, обычный
clear [klia] а ясный, светлый, commonwealth ['kamanwelG] п
понятный, свободный; v очи содруж ество
щ а т ь ся ) company ['к л тр эш ] п общ ество,
clever ['kleva] а умный, талан компания
тливый, способный, умелый competition Lkampi'tijn] п со
climate ['klaimit] п климат ревнование
climb [klaim] v карабкаться, compulsory [к эт 'р л Ь э п ] а обя
лезть зательный
cloak-room ['kloukrum] n гарде comrade ['kamrid] п товарищ
роб concern [kan'sa:n] п забота
clock [kbk] n часы ( н а с т е н н ы е , concert ['kansat] п концерт
наст ольные) condition [kan'dijn] п условие
at 6 o’clock в 6 часов connect [ka'nekt] v соединять,
close 1 [klouz] v закрывать связывать(ся)
364
consider [kan'sida]v обсуж дать, create [kri'eit] v творить, созда
рассматривать, обдумывать, вать
учитывать, полагать cross [kras] v пересекать, п ере
consideration [kanîda'reijn] п ходить
рассмотрение; соображ ение crossing ['krasig] n перекресток
to take into consideration crowd [kraud] n толпа; v тол
принять во внимание питься, тесниться
consist (о!) [kan'sist] v состоять cultural ['kAltJaral] а культур
(из) ный
constitution [,kansti'tju:.fn] п culture ['kAltja] n культура
конституция cup [клр] n чашка; спортивный
contain [kan'tein] v содержать, кубок
вмещать cupboard ['kAbad] n буфет
Contribution [,kantri'bju:jn] n cure [kjua] n лекарство, лечение,
вклад излечение; v вылечивать(ся),
cook [kuk] n повар, кухарка; v исцелять(ся)
готовить ( п и щ у ) , стряпать, ва cut [kAt] v (cut, cut) резать;
р и т ь ся ), жарить(ся) сокращать
cool [ku:l] а прохладный
corner ['ka:na] п угол
correct [ka'rekt] v исправлять, D
поправлять
correctly [ka'rektli] a d v пра dad [daed] n папа
вильно dairy ['deari] а молочный (о про
corridor ['karida:] n коридор дуктах)
cost [kast] v (cost, cost) стоить dance [dan s] n танец; v танце
cotton ['katn] n хлопок; хлопча вать
тобумаж ная ткань danger ['deind3 a] n опасность
cough [kof] n кашель; v кашлять dark [dak] а темный
could [kud] c m . can date [deit] n дата
council ['kaunsl] n совет daughter ['doito] n дочь
count [kaunt] v считать day [dei] n день
count on рассчитывать dear [dia] а дорогой
counter ['kaunta] n прилавок; death [de0] n смерть
стойка December [di'semba] n декабрь
country ['kAntri] n страна; д е decide [di'said] v решать
ревня, сельская местность decision [di'si3 n] n реш ение
course [ko:s]: of course конечно decorate ['dekareit] v украшать
cover ['kAva] v покрывать; охва decoration Ldeka'reijn] n укра
тывать шение
cow [kau] n корова deep [di:p] а глубокий
365
defeat [di'fi:t] v разрушать; раз discipline ['disiplin] n дисципли
громить на, порядок; отрасль знания
defence [di'fens] n защита disease [di'zi:z] n болезнь
defend [di'fend] v защищать discuss [dis'kAs] v обсуж дать
demand [di'mcund] n требование; dish [dij*] n тарелка; блюдо
v требовать dishes посуда
demonstration Ldem on'streijn] district ['distrikt] n район
n демонстрация divide [di'vaid] v делить(ся)
department [di'pcutmont] n от do [du:] v (did, done) делать
дел; факультет, отделение do homework учить уроки
description [dis'kripjn] n описа do morning exercises делать
ние утреннюю гимнастику
desert ['dezot] n пустыня do one’s shopping делать по
desk [desk] n парта; письменный купки
стол do sums решать задачи (при
deskmate ['deskm eit] n сосед no меры)
парте doctor ['dokto] n врач
destroy [dis'troi] v разрушать, does [dAz] 3-е л. ед. ч. наст .
уничтожать времени гл агол а do
develop [di'velop] v развивать dog [dog] n собака
development [di'velopmont] n domination [,dom i'neijn] n гос
развитие подство, владычество
devote [di'vout] v посвящать done [dAn] c m . do
devotion [di'voujn] n предан door [do:] n дверь
ность down [daun] a d v вниз, внизу
did [did] CM. do drama ['drcumo] ti драма
die [dai] v умереть, скончаться drank [draegk] c m . drink
differ ['difo] v различаться draw 1 [dro:] v (drew, drawn)
different ['difront] а различный, рисовать
разный draw 2 [dro:] v тянуть, тащить
difficult ['difikolt] а трудный drawing ['dro:ig] n рисование;
dining-room ['dainigrum] ti сто рисунок
ловая drawn [dro:n] c m . draw1
dinner ['dino] n обед dream [dri:m] v мечтать
have dinner обедать dress [dres] n платье; v одеваться
direction [di'rekjn] n направле drew [dru:] c m . draw
ние, руководство, дирекция, drink [drigk] v (drank, drunk)
правление пить
dirty ['do:ti] а грязный drive [draiv] v (drove, driven)
disappoint [,diso'point] v разоча водить; управлять; ездить ( н а
ровывать м а ш и н е ) ; гнать
366
driven ['drivn] с м . drive either ['ai6a] adv также (при
driver ['draiva] n водитель от рицании)
drop [drap] n капля; v опус either i.. or или ... или
к а т ь с я ), ронять elder ['elda] а старший ( в с е м ь е )
drove [drouv] c m . drive eldest ['eldist] а самый старший
drunk [drAgk] c m . drink (в с ем ье )
dry [drai] v сушить; вытирать elect [i'lekt] v выбирать, и зби
dry oneself вытираться рать
duck [dAk] n утка eleven [i'levn] п и т одиннадцать
dump [dAmp] v сваливать, сбра else [els] a d v ещ е, кроме
сывать employ [im 'pbi] v нанимать, дер
during ['djuarig] p r e p в течение, жать на сл уж бе
во время end [end] n конец; v кончать
dust [dAst] v вытирать, выбивать enemy ['enimi] n враг
пыль engineer [,end3i'nia] n инж енер
duster ['dAsta] п тряпка English ['igglij] n английский
duty ['dju:ti] п долг; обязан язык; а английский
ность enjoy [in'd3 ai] v получать удо
to be on duty деж урить вольствие
enjoyable [in'd3 aiabl] а прият
ный
E enough [i'nAf] a d v достаточно
ensure [in'jua] v обеспечивать;
each [i:tj] a , p r o t i каждый гарантировать
each other друг друга enter ['enta] v войти; поступить
ear [ia] n yxo entertain [,enta'tein] v развле
early ['a:lij а ранний; a d v рано кать, принимать гостей
earn [a:n] v зарабатывать entertainment [,enta'teinm ant]
earth [э:0] n земля n зрелище, развлечение, эст
east [i:st] n восток радный концерт
eastern ['i:stan] а восточный envelope ['enviloup] n конверт
easy ['i:zi] а легкий environment [in'vaiaranmant] n
eat [i:t] v (ate, eaten) есть, окружающая среда
кушать equivalent [i'kwivalant] n экви
economic Liika'namik] а эконо валент
мический especially [is'pejali] a d v о со б ен
economy [i'kanami] n экономика но
education [,edju'keijn] n образо establish [is'taeblij] v основы
вание вать, создавать
eight [eit] п и т восемь even ['i:van] a d v даж е
evening ['i:vnig] n вечер
367
event [i'vent] n событие; случай; F
мероприятие; соревнование
(по определенному виду спор face [feis] n лицо
та) factory ['faektori] n фабрика; за
ever ['evo] adv когда-либо вод
every ['evri] а каждый fail [feil] v потерпеть неудачу,
everybody ['evribodi] pron каж провалиться (на экзам ене)
дый, всякий, все fair [feo] а белокурый; справед
everyone ['evriwAn] pron каждый ливый
everything ['evriGig] pron все fall [fo:l] v (fell, Га11еп)падать;
everywhere ['evriwea] adv всю погибать
ду, везде fall ill заболеть
exactly [ig'zaektli] adv точно, family ['faemili] n семья
именно, вот именно famous ['feim os] а знаменитый
example [ig'zcumpl] n пример fan [faen] n болельщик, любитель
exam [ig'zaem] n экзамен far [feu] adv далеко; а далекий
examination [igâem i'neijn] n farm [fcum] n ферма
экзамен farmer ['fcumo] n фермер
excellent ['eksalant] а отличный fashion ['faejn] n мода
exchange [iks'tjeind j] n обмен; fast [fcust] а скорый, быстрый
v обмениваться father [Чсибэ] n отец
excite [ik'sait] v возбуждать, вол favour ['feiva]: in favour of в
новать пользу ( кого-л., чего-л.)
excursion [iks'ka:Jn] n экскурсия favourite ['feivarit] n любимец;
excuse [iks'kju:z] v извиняться любимая вещь; а любимый
exercise ['eksasaiz] n упражнение fear [fia] п страх, боязнь, оп асе
exercise-book ['eksasaizbuk] n ние; v бояться, опасаться
тетрадь feature ['fktja] п черта, свой
exhibit [ig'zibit] n экспонат; v ство, особенность; статья,
показывать, экспонировать, очерк (в га зете), игровой
выставлять(ся) фильм
exhibition [,eksi'bijn] n выставка February ['februari] п февраль
expect [ik'spekt] v ожидать, feel [fi:l] v (felt, felt) чувство
ждать, рассчитывать, надеяться вать
expensive [iks'pensiv] а дорогой, feet [fi:t] v (pi от foot) ноги
дорогостоящий fellow ['felou] n парень; товарищ,
explain [iks'plein] v объяснять собрат
exploration Leksplo'reijn] n ис felt [felt] см. feel
следование fertilizer ['fa:tilaiza] n удобрение
express [iks'pres] v выражать festival ['festival] n праздник; ф е
eye [ai] n глаз стиваль
368
few [fju:] а мало, немного folk [fouk] а народный
a few несколько follow [Ъ1ои] v следовать
field [fi:ld] n поле fond [fond]: be fond of любить
fifteen ['fif'ti:n] пит пятнад ( кого-то; что-то)
цать food [fu:d] n пища
fifth [fif0] пит пятый fool [fu:l] n дурак, глупец; v д у
fifty ['fifti] пит пятьдесят р ач и т ь ся ), обманывать
fight [fait] v (fought, fought) foot [fut] n {pi feet) ступня; под
бороться, сражаться ножие {горы)
fill [fil] v наполнять(ся) go on foot идти пешком
film [film] n фильм; пленка football ['futbod] n футбольный
find [faind] v (found, found) мяч; футбол
находить for [fo:] prep для
find out разузнавать, выяс for breakfast на завтрак
нять force [fo:s] n сила
fine [fain] а прекрасный foreign ['forin] а иностранный;
finish ['finij] v кончать зарубежный
fire ['faia] n костер; огонь; v стре foreigh policy внешняя поли
лять; поджигать тика
first [fo:st] пит первый; adv сна forest ['forist] n лес
чала, сперва forget [fo'get] v (forgot,
fish [fij] n рыба; v ловить, удить forgotten) забывать
рыбу forgot [fa'got] cm. forget
fit [fit] а пригодный, подходящий, forgotten [fa'gotn] cm . forget
годный, бодрый; v соответст fork [fo:k] n вилка
вовать, годиться, приспосабли form [fo:m] n класс; форма
вать forty ['fo:ti] пит сорок
five [faiv] пит пять forward ['fo:w9d] adv вперед; v
fix [fiks] v укреплять, закреплять, отправлять (дальше), пересы
устанавливать, определять лать
flag [flaeg] п флаг fought [b :t] см. fight
flat [flaet] п квартира found ['faund] v основывать
flew [flu:] см. fly founder ['faunda] n основопо
flight [flait] n полет ложник
floor [fb:] n пол; этаж four [fo:] пит четыре
flow [flou] v течь, протекать frank ['frcegk] а откровенный, ис
flower ['flauo] n цветок кренний, открытый
flower garden цветник free [fri:] а свободный; бесплат
flown [floun] CM. Ну ный
fly [flai] v (flew, flown) л е freedom ['frkdam] n свобода
тать French [frentj] а французский
369
fresh [frej] а свеж ий get on входить (в а в т о б у с и
Friday ['fraidi] n пятница т. д.)
friend [frend] n друг get up вставать, подниматься
friendship ['frendjip] n друж ба girl [дэ:1] п девочка; девушка
from [from] p r e p от, из give [giv] v (gave, given) давать
front [frAnt] n фронт given ['givn] c m . give
in front of перед, впереди glad [glaed] а довольный
fruit [fru:t] n фрукты glass [g la s] n стекло; стакан
fulfil [ful'fil] v выполнять, испол go [gou] v (went, gone) идти
нять go by bus ехать на автобу
full [ful] а полный се
fun [fAn] n шутка; веселье go home идти домой
funny ['fAni] а смешной; забавный go in for заниматься
(каким -ли бо видом спорт а)
go out выходить
G go to bed лож иться спать
go to school ходить в школу
gain [gein] n завоевание; v до go to work ходить на ра
биваться боту
gallery ['gaelari] n галерея goal [goul] n гол, спортивные во
game [geim ] n игра рота; цель
garbage ['gcubid3 l n мусор, от god [god] n бог
бросы gone [gon] c m . go
garden ['gadn] n сад good [gud] a (better, best) х о
gas [gaes] n газ; бензин, горючее роший; n добро, благо
gate [geit] n ворота good-bye ['gud'bai] n прощание;
gather ['дэебэ] v собирать i n t до свидания
gave [geiv] c m . give goods [gudz] n p i товары
general [Ч1зепэгэ1] а общий; все got [got] c m . get
общий ( о б о б р а з о в а н и и ); п ге government ['gAvnmant] n пра
нерал вительство
gentle ['d3 entl] а добрый, н еж graduate ['graedjueit] v оканчи
ный, кроткий, слабый вать ( у ч е б н о е з а в е д е н и е )
geography И зГэдгэй] п геогра grandfather ['graendJcuSa] n д е
фия душка
German [^зэ:гпэп] а герман grandmother ['gr3end,mA6a] n
ский, немецкий; п немец бабушка
get [get] v (got, got) получать; grass [gras] n трава
добираться; становиться grassland ['graslaend] n район
get off выходить ( и з а в т о б у с а лугов и пастбищ
и т. д.) great [greit] а великий
370
greatly ['greitli] adv очень, happen [Ъаерп] v случаться, про
весьма исходить
green [gri:n] а зеленый happy ['haepi] а счастливый
greeting ['griitig] n приветствие hard [h ad ] а трудный; adv
grew [gru:] cm . grow усердно, упорно ( работать);
grey [grei] а серый сильно
ground [graund] n земля, почва hardly ['hadli] adv едва, едва
ground floor 1-й этаж ли, вряд ли, еле
playground площадка для игр harm [ham ] п вред, ущ ерб, беда,
sports ground спортивная неприятность
площадка harvest ['ha-vist] п урожай; v со
group [gru:p] n группа бирать урожай
grow [grou] v (grew, grown) hat [haet] п шляпа
выращивать; расти hate [heit] v ненавидеть
grown [groun] cm. grow have [haev] v (had, had) иметь
guess [ges] v считать, полагать; have breakfast (dinner,
догадываться supper) завтракать (обедать,
gulf [длШ n залив ужинать)
gun [длп] n винтовка, ружье; he has a coat on на нем
пушка пальто
gymnasium [d3 im 'neizjom ] п have to do something дол
спортивный зал ж ен делать что-то
gymnastics [d3 im'naestiks] п гим he [hi:] pron он
настика head [hed] n голова
at the head of во главе
headache ['hedeik] n головная
Н боль
headquarters ['hed kwo:toz] n
had [haed] см. have штаб-квартира
You had better go your heal [hi:l] v излечивать, заж и
self. Вам лучш е бы пойти вать, заживляться
самому, health [hel0] n здоровье
hair [hso] п волосы hear [hio] v (heard, heard) слы
half [had] п половина шать
hall [ho:l] п передняя heard [ho:d] cm. hear
hall-stand вешалка heart [h a t] n сердце; располо
hand [haend] п рука (кисть) женные в глубине районы, цен
handbag ['haendbaeg] п сумочка тральная часть страны
hang [haeg] v (hung, hung) ви heavy ['hevi] а тяжелый
сеть, вешать (но: hanged в held [held] см. hold
знач. казнить) help [help] n помощь; v помогать
371
hemisphere ['hemisfia] n полу honest ['anist] а честный
шарие honour ['ana] n честь; v почи
her [ha:] pron ее; свой, принад тать, чтить
лежащ ий ей hope [houp] n надежда; v наде
here [Ыэ] adv здесь, сюда яться
here you are пожалуйста (при horrible ['harabl] а ужасный,
вручении чего-либо) страшный
hero ['hiarou] п герой horror [Ъагэ] n уж ас
herself [ha:'self] pron себя, сама horse [ha:s] n лошадь
hey [hei] int эй! hospital ['hospital] n больница
hi [hai] int привет! hot [hot] а горячий, жаркий
hid [hid] cm. hide hotel [hou'tel] n гостиница, отель
hidden ['hidn] cm. hide hour ['аиэ] n час; время; п е
hide [haid] v (hid, hidden) риод
скрывать, прятать house [haus] n дом
high [hai] а высокий; adv высоко how [hau] adv как
hike [haik] n прогулка how long сколько времени
hiking ['haikig] n пеший туризм how many сколько
hill [hil] n холм; возвышенность how much сколько
him [him] pron ему, его How do you do? Р ад(а) по
himself [him'self] pron себя; сам знакомиться. Здравствуйте!
his [hiz] pron его; свой; принад however [hau'eva] cj однако, тем
лежащ ий ему не менее
history ['histari] n история human ['hju:man] а человечес
hit [hit] v (hit, hit) ударять; кий, людской
поражать hundred ['hAndrid] пит сто
hobby ['hobi] n хобби, конек, лю hung [Ьлц] см. hang
бимое занятие hungry ['hAQgri] а голодный
hockey ['haki] n хоккей hurry [Ълп] n спешка, поспеш
hold [hould] v (held, held) дер ность, нетерпение; v спешить,
жать; проводить ( переговоры, торопить(ся), поторапливать
выборы, заседание) hurt [ha:t] v (hurt, hurt) при
holp up поднимать чинять боль, вред, ущерб; п
holiday ['holidi] n праздник; от вред, ущ ерб, рана, боль
пуск husband ['hAzband] п муж
holidays каникулы
home [houm] n дом; жилище; adv
домой I
at home дома
go (come) home идти (при I [ai] pron я
ходить) домой ice-cream ['aiskri:m] п мороженое
372
idea [ai'dio] n мысль, идея inspire [in'spaio] v вдохновлять,
if [if] cj если воодушевлять
ill [il] а больной institute ['in stitju :t] п институт
illness ['ilnis] n болезнь, нездо interest ['in trist] п интерес; v
ровье интересовать
illumination [ijum i'neijn] n ил interesting ['in tristig ] а интерес
люминация ный
imagine [i'maed3 in] v представ be interested in интересо
лять себе, воображать ваться
immediately [i'mi:djotli] adv не interrupt [jn to 'rA p t] v преры
медленно, тотчас ж е вать, перебивать
importance [im'po:tons] n важ interval ['intovol] n перерыв; ан
ность тракт
important [im'poitont] а важный into ['into, 'in tu ] prep в
impression [im'prejn] n впечат introduce [,in tro 'd ju :s] v пред
ление ставлять; знакомить; вводить
improve [im'pru:v] v улучшать invite [in'vait] v приглашать; за
in [in] prep в; на; у; через манивать; привлекать
be in быть дома; содержать в iron ['aion] n ж елезо
себе; включать is [iz] 3-е л. ед. ч. наст, времени
in front of перед, впереди глагола be
include [in'klu:d] v заключать в island ['ailond] n остров
себе, содерж ать, включать в isle [ail] n остров (в названи
состав ях)
income ['irjkom] п доход issue ['iju :] n выпуск; v выпус
increase ['ir)kri:s] п увеличение; кать
[in'rki:s] v увеличиваться it [it]pron он, она, оно
indeed [in'di:d] adv в самом деле, it is four o’clock четыре
действительно часа
independence [,indi'pendons] п
независимость
independent Lindi'pendont] а J
самостоятельны й, независи
мый jacket ['d3 aekit] n жакет
industrial [in'dAstriol] а промыш January ['d3 aenjuori] n январь
ленный job [d3ob] n работа, занятие
industry ['indostri] п промыш join [d30in] v присоединяться;
ленность вступать (в какую-л. органи
influence ['influons] п влияние зацию)
inhabitant [in'haebitont] п ж и joke [d30uk] п шутка; v ш у
тель, обитатель тить
373
journey ['бзэ:ш] n путешествие L
July [d3u:'lai] n июль
jump [d3Amp] n прыжок; v пры laboratory [ta'boratari] п. лабо
гать ратория
June [d3u:n] n июнь labour ['leibo] n труд
just [d3Ast] adv как раз; только labour training трудовое обу
just a minute! минутку! чение
justice ['d3Astis] n справедли laid [leid] c m . lay
вость lain [lein] c m . lie
lake [leik] n озеро
lamp [laemp] n лампа
К land [laend] n земля
landowner ['laendouna] n земле
keen [ki:n] а живо интересую владелец
щийся, страстно увлекающий language [/laer)gwid3] n язык
ся; острый large [1абз] а большой
keep [ki:p] v (kept, kept) дер last 1 [last] v продолжаться, дли
жать; хранить ться
kept [kept] c m . keep la s t 2 [last] а последний, про
kid [kid] n ребенок, парнишка, шлый
малый at last наконец
kill [kil] v убивать late [leit] а поздний; adv по
kilogramme ['kilograem] n кило здно
грамм be late опаздывать
kilometre ['kitamiita] n кило laugh [lcuf] n смех; v смеяться
метр law [b:] n закон
kind 1 [kaind] а добрый lay 1 [lei] v (laid, laid) класть,
kind 2 [kaind] n сорт, вид положить
What kind of book is this? lay the table накрывать на
Какая это книга? стол
king [kiij] n король la y 2 [lei] см. lie
kiss tkis] n поцелуй; v цело lead [li:d] v (led, led) вести,
вать руководить
kitchen ['kitjon] n кухня leader ['1Ыэ] n вождь; руково
kitchen-garden огород дитель; командир
knew [nju:] c m . know learn [1э:п] v учиться, узна
know [nou] v (knew, known) вать
знать least [li:st] а (превосх. ст. от
knowledge ['пэНбз] n знание little) наименьший; adv мень
known [noun] c m . know ше всего
374
leave [li:v] v (left, left) по live [liv] v жить
кидать; оставлять; уезжать living-room ['livigrum] n жилая
leave school оканчивать комната
школу lock [bk] v запирать на замок
led [led] см. lead lonely ['lounli] а уединенный, пу
left 1 [left] а левый стынный; одинокий
on the left налево long [log] а длинный; adv долго
left 2 [left] cm . leave look [luk] v смотреть
leg [leg] n нога look after смотреть за, уха
leisure [Чезэ] n досуг живать
lend [lend] v (lent, lent) давать look for искать
взаймы, одалживать lorry ['bri] rt грузовик
less [les] a (сравн. ст. от little) lose [lu:z] v (lost, lost) терять;
меньший; adv меньше, менее проигрывать
lesson ['lesn] n урок lost [lost] cm. lose
let [let] v (let, let) позволять lot [lot]: a lot of много; lots of
letter ['lete] n буква; письмо много
level ['levl] n уровень loudly ['laudli] adv громко
librarian [lai'breorion] n библи love [Iav] rt любовь; v любить
отекарь lovely ['Uvli] а восхитительный,
library ['laibrori] n библиотека милый
lie 1 [lai] v (lay, lain) лежать; low [lou] а низкий
ложиться, лечь luck [1лк] rt счастье; удача
l i e 2 [lai] v лгать, говорить не lunch [L\ntJ] n второй завтрак
правду
life [laif] n (pi lives) жизнь
lift [lift] n лифт M
light [lait] n свет; а светлый;
легкий; v зажигать machine [mo'Jnn] rt машина
like 1 [laik] v нравиться made [meid] cm. make; а сде
like 2 [laik] а подобный, похожий ланный
What is the weather like magazine [,maeg9'zi:n] rt журнал
today? Какая сегодня погода? main [mein] а главный
line [lain] n линия make [meik] v (made, made)
lion ['laion] n лев делать; заставлять
lip [lip] n губа make a bed застилать (уби
listen ['lisn] v слушать рать) постель
literature ['litritjo] n литература man [maen] rt (pi men) мужчина,
litre ['li:to] n литр человек
little ['litl] a (less, least) ма manage ['maenid3] v руководить,
ленький; adv меньше управлять; справляться
375
manager ['maenid30] n управляю men [men] n {pi от man) люди
щий, заведующий met [met] cm. meet
mankind [maen'kaind] n челове middle ['midi] n середина
чество military ['militori] а военный
many ['meni] a (more, most) milk [milk] n молоко
многие; много milkmaid ['milkmeid] n доярка
map [maep] n карта ( географи million ['miljon] n миллион
ческая); план mind [maind] n ум, разум; v
March [madf] n март возражать, иметь ( что-л.)
march [mcutj] v маршировать против
mark [mcuk] n оценка: v отме to my mind по моему мне
чать; праздновать нию
market ['mcukit] n рынок mine [main] pron мой
marry ['maeri] v жениться; выхо minority [mai'noriti] n меньшин
дить замуж ство
master ['mcusto] n хозяин, мас minute ['minit] n минута
тер, учитель; v справляться, miss [mis] n промах, потеря; v
преодолевать, овладевать промахнуться, пропустить,
match [таеЦ] п матч скучать
mathematics [,mae0i/msetiks] п mix [miks] v смешивать, соеди
математика нять, общаться (в обществе)
matter ['maeto] п вещество, мате mistake [mis'teik] п ошибка
риал, дело, содержание; v mob [mob] п толпа
иметь значение modern ['modon] а современный
May [mei] п май modest ['modist] а скромный, за
may [mei] v мочь стенчивый, умеренный
me [mi:] pron мне, меня Monday ['mAndi] п понедельник
mean [mi:n] v иметь в виду, под money ['тлш] п деньги
разумевать; означать month [тлп0] п месяц
measure ['тезэ] п мера monument ['monjumont] п па
meat [mi:t] п мясо мятник
medal ['medl] п медаль moon [mu:n] п луна
medicine ['medsin] п медицина, more [mo:] а (ср. ст. от much,
лекарство many) больший; adv больше
meet [mi:t] v (met, met) встре morning ['momig] п утро
чать; встречаться, знакомиться most [moust] п большинство,
meeting ['mi:tir)] n встреча; со большая часть; а ( превосх. ст.
брание от much, many) наиболь
member ['membo] n член ший; adv больше всего
membership ['membojip] n член mostly ['moustli] adv главным
ство образом; большей частью
376
mother ['тлбэ] n мать next [nekst] а следующий; prep
motherland ['тлбэ1эпс1] n ро рядом
дина nice [nais] а хороший, приятный
mountain f'mauntin] n гора night [nait] n ночь
move [mu:v] v двигать(ся); пере nine [nain] пит девять
езжать; переселяться no [nou] a, adv нет
much [mAtJ] a (more, most) nobody ['noubodi] pron никто
много; adv очень noise [noiz] n шум
mum [ т л т ] n мама nor [no:] cm. neither
museum [mjin'ziom] n музей north [no:0] n север
music ['mju:zik] n музыка northern ['по.бэп] а северный
must [mAst] v должен nose [nouz] n h o c
my [mai] pron мой, моя, мое, мои not [not] adv не
myself [mai'self] pron себя, я not at all нисколько, пожа-
сам луйства, не стоит благодарить
note [nout] п записка; v заме
чать, обращать внимание
N nothing ['nA0ijo] pron ничто
for nothing даром, бесплатно
name [neimj n имя; фамилия notice ['noutis] v замечать, об
national ['naejanl] а националь ращать внимание
ный novel ['novl] n роман
national economy народное November [nou'vembo] n ноябрь
ХОЗЯЙСТВО now [nau] adv теперь, сейчас
nationality Lnaeja'naeliti] n на nuclear ['nju:klio] а ядерный
циональность number ['плтЬэ] n число, коли
native ['neitiv] n местный, уро чество
женец; а родной nylon ['nailon] n нейлон
near [nis] prep вблизи, рядом
nearly f'niali] adv почти
necessary ['nesisori] а необходи О
мый
need [ni:d] v нуждаться object [#obd3ikt] n предмет,
neighbour ['neibo] n сосед; v со объект; [ob'd3ekt] v возражать,
седствовать не одобрять
neither ['nai6o] a, cj никакой; observe [ob'zoiv] v наблюдать,
ни тот, ни другой соблюдать ( законы, праздни
neither... nor ни... ни ки)
never ['nevo] adv никогда occupation [,okju'peijn] n заня
new [nju:] а новый тие, профессия; оккупация
newspaper ['njurspeipo] n газета ocean ['oujon] n океан
377
October [ok'toubo] n октябрь organize ['o:gonaiz] v организо
of [ov] prep указывает на при вать
надлежность, передается organizer [V.gonaizo] n органи
род. падежом затор
off [of]: take off снимать origin ['orid3in] n источник, про
offer ['ofo] n предложение; v исхождение
предлагать other ['лбэ] pron другой
office ['ofis] n учреждение, кон our ['auo] pron наш
тора; кабинет (в учреждении) ourselves [,auo'selvz] pron себя
often ['ofn] adv часто, много раз out [aut] prep наружу
oil [oil] п нефть be out не быть дома; выйти
old [ould] а старый outer ['auto] а внешний, наруж
Olympic [o'limpik] а олимпийский ный
on [on] prep на output ['autput] n выпуск; добы
once [wAns] adv некогда, когда- ча
то; один раз over ['ouvo] prep над; свыше, бо
one [wAn] n употребляется как лее
заменитель ранее упомяну be over кончаться
того существительного; пит own [oun] а собственный; v вла
один деть, обладать
only ['ounli] adv только
open ['оирэп] а открытый; v от
крывать P
opera ['орэгэ] п опера
opinion [o'pinjon] п мнение pack [paek] v запаковывать
in my opinion по моему мне packet ['paekit] n пакет, пачка
нию page [peid3] n страница
opportunity [/opa'tju:niti] п воз paid [peid] cm. pay
можность pain [pein] n боль
opposite ['opozit] adv напротив paint [peint] n краска; v красить,
oppress [o'pres] v угнетать писать красками
oppression [o'prejn] n угнетение painting ['peintirj] n живопись;
or [э:] cj или роспись; картина
order ['o:da] n порядок; приказ; palace ['paelis] n дворец
орден; v приказывать, заказы pale [peil] а бледный
вать paper ['peipo] n бумага
ordinary ['o:dnri] а обыкновен parade [po'reid] n парад; постро
ный, простой ение; v строиться
оге [о:] п руда parent ['peoront] n родитель; ро
organization Loigonai'zeijn] п дительница
организация park [pcuk] n парк
378
part [pcut] n часть perhaps [рэ'Ьгерь] adv возмож
take part принимать учас но, может быть
тие person ['po:sn] п человек; лич
participation [pcu,tisi'peijh] n ность; особа
участие pet [pet] п домашнее животное,
particular [pa'tikjub] а особый, любимец, баловень
особенный physical ['fizikl] а физический
party 1 ['pcuti] n партия physical training физкуль
party 2 ['pcuti] n команда, группа; тура
прием гостей; вечер piano ['pjaenou] п пианино
pass 1 [pa:s] v передавать; прохо pick [pik] v собирать
дить (о времени); сдавать (за pick up поднимать, подбирать
чет, экзамен) picture ['piktjo] n картина
pass 2 [pcus] п пропуск picture-book ['piktjobuk] n книж
passenger ['paesincbo] п пасса ка с картинками
жир piece [pi:s] n кусок
past 1 [pcust] п прошлое; а про pig [pig] n свинья
шлый, прошедший pig-farm ['pigfam] n свиноферма
past 2 [past] prep после; мимо pioneer [,ра1э'шэ] n*пионер
five minutes past two пять pity ['piti] n жалость
минут третьего placard ['plaekad] n плакат
pastime ['pastaim] n времяпре place [pleis] n место
провождение, развлечение plain [plein] n равнина
patriotic [,paetri'otik] а патрио plan [plaen] n план; v планиро
тический вать
pay [pei] v (paid, paid) платить plane [plein] n самолет
peace [pi:s] n мир plant 1 [plant] n растение; v са
peasant ['pezont] n крестьянин жать (деревья, растения)
pen [pen] n ручка plant 2 [pla:nt] n завод
pencil ['pensl] n карандаш plate [pleit] n тарелка
pensioner ['penjono] n пенсио platform ['plaetfo:m] n платфор
нер ма
people ['pi:pl] n люди, народ play [plei] n пьеса; v играть
peoples народы playground ['pleigraund] ti пло
per cent [po'sent] n процент щадка для игр
perfect ['p9:fikt] а совершенный, pleasant ['plezant] а приятный
законченный, полный please [pli:z] v доставлять удо
perform [р эЪ :т] v исполнять на вольствие
сцене; выполнять Please! Пожалуйста!
performance [po'foimons] п pleasure ['р1езэ] n удоволь
спектакль ствие
379
plot [plot] n участок земли; за present 1 ['prezont] а присутст
говор вующий
pocket ['pokit] n карман present 2 ['prezont] n подарок
poem ['pouim] n поэма; стихо preserve [pri'z9:v] v сохранять
творение pretend [pri'tend] v притворять
poet ['pouit] n поэт ся, делать вид
point [point] v указывать pretty ['priti] а милый, хорошень
policy ['polisi] n политика кий, приятный; adv довольно,
polite [po'lait] а вежливый достаточно
political [рэ'1Шкэ1] а политичес price [prais] n цена
кий private ['praivit] а частный, лич
pollute [po'luit] v загрязнять ный
pollution [рэ'1и:1эп] n загрязне prize [praiz] n приз, награда, пре
ние мия
poor [риэ] а бедный proclaim [ргэ'кЫт] v провозгла
popular ['popjub] а известный, шать
популярный produce [pro'djuis] v произво
population Lpopju'leijn] n насе дить
ление product ['prodAkt] n изделие
port [po:t] n порт production [pro'dAkfgn] n про
portrait ['po:trit] n портрет изводство
position [po'zijn] n положение, profession [pa'fejn] n профессия
позиция programme ['prougraem] n про
possible ['posobl] а возможный грамма
post [poust] v отправлять по почте progress ['prougres] n прогресс
postcard ['poustkcud] n почтовая project ['prod3ekt] n проект; но
открытка востройка
poster ['pousta] n плакат promise ['promis] v обещать
postman ['poustmon] n почта promote [pr9'mout] v способст
льон вовать, содействовать (разви
post-office ['poust,ofis] n почта тию)
potato [pa'teitou] n картофель proper ['ргэрэ] а присущий, под
pound [paund] n фунт ходящий, приличный
power ['раиэ] n энергия; власть, property ['propoti] п собствен
могущество ность; имущество
prefer [pri'fa:] v предпочитать propose [pro'pouz] v предлагать
prepare [pri'peo] v приготавли protect [pro'tekt] v защищать, ох
вать ранять
prescribe [pri'skroib] v прописы protest ['proutest] n протест;
вать ( лекарство), предписы [pro'test] v протестовать
вать prove [pru:v] v доказывать
380
proud [praud] а гордый rang [raeg] cm. ring
provide [pro'vaid] v предостав range [reind3] n цепь (гор); диа
лять, давать; обеспечивать пазон
publish ['рлЬПЯ v публиковать rather ['гсгбэ] adv лучше, ско
put [put] v (put, put) класть рее, довольно, пожалуй
put on надеть reach [ri:tj] v достигать, дохо
put down класть, опускать дить
read [ri:d] v (read [red], read
[red]) читать
Q reader ['riido] n читатель
reading-room ['ri:digru:m] ti чи
quality ['kwoliti] n качество тальный зал
quarrel ['kworol] n ссора; v ссо ready ['redi] а готовый
риться real [riol] а настоящий, действи
quarter ['kwoito] n четверть тельный
queen [kwi:n] n королева realize ['riolaiz] v понимать; ре
question ['kwestjn] n вопрос ализовать, осуществлять
quickly ['kwikli] adv быстро reason ['ri:zn] n причина; повод;
quiet ['kwaiot] а тихий, спокой основание
ный receive [ri'si:v] v получать
quite [kwait] adv совсем; доволь recent ['rksont] а недавний, пос
но, вполне ледний
recite [ri'sait] v декламировать
record ['reko:d] n рекорд
R recover [ri'kAvo] v выздоравли
вать, вновь обретать
race [reis] n состязание в беге; red [red] а красный
гонки reflect [ri'flekt] v отражать
rate [reit] n норма, степень, сорт, refrigerator [ri'fridsoreito] n хо
разряд; v оценивать лодильник
radio ['reidiou] п радио refuse [ri'fju:z] v отказывать(ся)
radio-set радиоприемник region ['гЫзэп] n область
railway ['reilwei] п железная до relation [ri'leijn] n связь, отно
рога шение, родственник
rain [rein] п дождь; v идти (о relative ['relotiv] n родствен
дожде) ник
It is raining. Идет дождь, remain [ri'mein] v оставаться
raincoat ['reinkout] п плащ remember [ri'membo] v помнить,
rainy ['reini] а дождливый вспоминать
raise [reiz] v поднимать(ся) repeat [ri'pi:t] v повторять
ran [raen] см. run reply [ri'plai] n ответ; v отвечать
381
report [ri'poit] n доклад; v докла room [ru:m] n комната; место,
дывать пространство
represent [,repri'zent] v быть rose 1 [rouz] n роза
представителем, представ rose 2 [rouz] cm . rise
лять round [raund] а круглый; adv
republic [ri'pAblik] n республика вокруг, кругом
require [ri'kwaio] v требовать, row [rou] n ряд
приказывать; нуждаться rub [глЬ] v тереть(ся), натирать
research [ri'soitj] n исследова rule [ru:l] n правило; v править
ние ruling class правящий класс
respect [ris'pekt] v уважать; по run 1 [глп] n маршрут, рейс
читать run 2 [глп] v (ran, run) бежать,
rest 1 [rest] (the) n остаток; ос бегать
тальное; остальные rung [глд] см. ring
rest 2 [rest] n отдых; v отдыхать Russian ['гл]п] n русский язык;
have a rest отдыхать русский, русская; а русский
result [ri'zAlt] n результат
return [ri'to:n] v возвращать(ся)
revise [ri'vaiz] v повторять прой S
денный учебный материал
revision [пЧпзп] п повторение sad [saed] а печальный, грустный,
пройденного учебного мате унылый
риала safeguard ['seifgcrd] v охранять,
revolution Lrevo'luijn] п рево гарантировать
люция said [sed] см. say
rich [ritj] п pi богатства; а бо sail [seil] n парус; v плавать, со
гатый вершать плавание, отплывать
right 1 [rait] п право salmon ['saemon] n лосось
right 2 [rait] а правый; правиль salt [so:lt] n соль
ный salute [so'lu.t] n салют; v салю
on the right направо товать
That’s all right. Все в поряд same [seim] pron, а тот же самый
ке. the same to you и вам того
That’s right! Правильно! желаю
ring [rig] v (rang, rung) зво sang [saeg] см. sing
нить sat [saet] cm . sit
rise [raiz] v (rose, risen) под satisfy ['saetisfai] v удовлетво
ниматься; брать начало рять
risen ['rizn] см. rise Saturday ['saetodi] n суббота
river ['rivo] n река sausage ['sosid3] n колбаса
road [roud] n дорога save [seiv] v спасать; экономить
382
saw [so:] см. see sell [sel] u(sold, sold) продавать
say [sei] v (said [sed], said) го send [send] v (sent, sent) по
ворить, сказать сылать
scarf [skcuf] rt шарф sense [sens] n чувство, смысл
school [sku:l] n школа sent [sent] cm. send
school-bag ['skudbaeg] n школь sentence ['sentons] n фраза,
ная сумка предложение
schoolboy ['skudboi] n школьник separate 1 ['seporeit] v разде
schoolchildren ['skudtjildron] n ляться)
школьники separate 2 ['seporit] а отдельный
schoolgirl ['sku:lg9:l] n школь September [sep'tembo] n сен
ница тябрь
schoolmate ['skudmeit] n това serve [s9:v] v служить
рищ по школе service ['so:vis] n услуга; служба
science ['saions] n наука set [set] n комплект, набор, ряд;
science fiction научная фан v ставить, помещать
тастика settle ['setl] v решать, принимать
scientist ['saiontist] n ученый решение; поселиться, осесть
score [sko:] n счет (в игре); v settler ['setlo] п поселенец, ко
вести счет (в игре), выигры лонист
вать seven ['sevn] пит семь
sea [si:] п море several ['sevrol] pron несколько
search [so:tJ] v искать; обыски shake [Jeik] v (shook, shaken)
вать трясти
seaside ['si:said] п морской берег shake hands пожимать руку
season ['si:zn] п время года shaken ['Jeikn] cm . shake
seat [si:t] п место, сиденье; мес she [j*i:] pron она
тонахождение sheep [Ji:p] n (pi sheep) овца
second ['sekond] пит второй shelf [Jelf] n (pi shelves) полка
secondary ['sekondori] а средний shine [Jain] v (shone, shone)
(об образовании) светить
secret ['si:krit] п тайна, секрет; ship [Jip] n корабль
а тайный, секретный shirt [J*9:t] n рубашка
section ['sekjn] п раздел, секция shock [Jok] n удар, толчок, по
see [si:] v (saw, seen) видеть трясение; v шокировать, по
see off провожать трясать
seem [si:m] v казаться shoe [Ju:] п туфля
it seems to me мне кажется shone [Jon] см. shine
seen [si:n] cm . see shook [Juk] см. shake
self-governing ['self'gAvonir)] a shoot [Ju:t] v (shot, shot) стре
самоуправляющийся лять
383
shop [Jap] n магазин sim ple ['sirnpl] а простой
shop-assistant ['Jbposistont] n since [sins] adv с тех пор
продавец sing [sir}] v (sang, sung) петь
shopping ['Jbpig] n покупка; по sister ['sisto] n сестра
сещение магазина sit [sit] v (sat, sat) сидеть
do one’s shopping делать по situated ['sitjueitid]: be situated
купки находиться
go shopping ходить по мага six [siks] пит шесть
зинам size [saiz] n размер, величина,
shopping-bag [ ' j b p i g b a e g ] n сум номер (предметов одежды)
ка для покупок skate [skeit] п конек; v кататься
shop-w indow ['Jopwindou] n вит на коньках
рина skating-rink ['skeitirjrigk] п ка
short [Jo:t] а короткий ток
shot [Jot] c m . shoot ski [ski:] п лыжа; v ходить на
shout [Jaut] v кричать лыжах
show 1 [Jou] n спектакль skill [skil] п искусство, мастер
s h o w 2 [Jou] v (showed, show n) ство; умение
показывать skirt [sko:t] п юбка
showed [Joud] c m . show 2 sleep [sli:p] v (slept, slept)
shower [Jauo] n ливень, душ спать
shown [Joun] c m . show 2 slept [slept] c m . sleep
shut [jAt] v (shut, shut) закры slight [slait] а слабый, незначи
вать тельный, некрепкий; хрупкий
sick [sik] а чувствующий тошно slightly ['slaitly] adv слегка
ту; страдающий, болезненный slow ly ['slouli] adv медленно
side [said] n сторона small [smo:l] а маленький
sideboard ['saidbo:d] n сервант smart [smcut] а энергичный, рас
sign [sain] n знак, символ, при торопный, толковый, ловкий;
знак; v подписывать(ся) нарядный
sight [sait] n вид smell [smel] п запах; v (sm elt,
sigh tseein g ['saitsi:ig] n осмотр sm elt) нюхать
достопримечательностей sm elt [smelt] см. smell
significance [sig'nifikons] n зна sm ile [smail] n улыбка
чение, смысл snow [snou] n снег; v идти (о
silence ['sailons] n тишина, мол снеге)
чание snowball ['snoubo:l] n снежок,
silent ['sailont] а молчаливый, ти снежный ком
хий, спокойный snowm an ['snoumon] n снеговик
silk [silk] n шелк so [sou] adv так, таким образом
silly ['sili] а неумный, глупый soap [soup] n мыло
384
society [so'saioti] n общ ество spoken ['sp o u k n ] cm. speak
sock [sok] n носок spoon [spu:n] я л о ж к а
sofa ['soufo] n соф а; диван sport [spo:t] я спорт
sold [sould] cm. sell sportsman ['sp o itsm o n ] я сп о р т
soldier ['so u ld 3 o] я солдат смен
solve [solv] v реш ать ( задачу, spot [spot] я п ятно, м есто
проблему) spring [sprig] я весн а
some [sAm] pron н екоторы е, н е square [skw ea] я площ адь; сквер;
сколько а к вадратны й
somehow ['sA m hau] adv тем или stadium ['steid jo m ] я стади он
иным образом stage [steid 3 ] я сцен а
sometimes ['sA m taim z] adv stamp [staem p] я м арка {почто
иногда вая)
son [sa ii ] я сы н stand 1 [staend] я стенд; тр и б у н а
song [soq ]: я п есня stand 2 [staend] v (stood, stood)
soon [su:n] adv скоро, вскоре стоять
sorry ['sori]: be sorry со ж ал еть stand (for) о зн ачать
sort [so:t] я вид, род, сорт stand up вставать; п одн и м ать
sound [saund] я звук; v звуч ать ся
soup [su:p] я суп star [star] я звезд а
south [sau0] я юг state [steit] я государство
southern ['эл б эп ] а ю ж ны й station ['ste ijn ] я стан ц и я
Soviet ['souviot] а советский stay [stei] v о ставать ся
space [speis] я косм ос; п ростран steal [sti:l] v (stole, stolen) во
ство ровать, к расть
speak [spi:k] v (spoke, spoken) step [step] я ш аг, ступ ен ька; v
говорить сд елать шаг; н асту п ать
special ['sp e jo l] а специальны й still [stil] adv все ещ е
spend [spend] v (spent, spent) stocking ['sto k ig ] я чулок
тратить; проводить {время) stole [stoul] см. steal
spent [spent] см. spend stolen ['sto u ln ] cm . steal
spirit ['spirit] я дух; ( часто pi) stone [sto u n ] я кам ен ь
н астроен и е; душ евное со сто я stood [stud] cm. stand
ние stop [stop] я о стан овка; v о ст а
spiritual ['spiritjuol] а духовны й навливаться)
splendid ['splendid] а п р ек р ас store [sto:] я ун и версальн ы й м а
ный газин
spoil [spoil] v (spoilt, spoilt) storey ['sto:ri] я э та ж
портить story ['sto:ri] я р ас ск аз
spoilt [spoilt] cm . spoil straight [streit] а прям ой; adv
spoke [spouk] cm. speak прям о
385
strange [streind3] а странный swam [swaem] c m . swim
stranger ['streind3a] n незнако sweep [swi:p] v (swept, swept)
мец, посторонний человек мести, подметать
street [stri:t] ti улица sweet [swi:t] а сладкий; n кон
strength [streg0] n сила фета
stretch [stretj*] v простираться; swept [swept] c m . sweep
тянуться swim [swim] v (swam, swum)
strike [straik] v (struck, struck) плавать
ударять(ся), бить swum [swAm] cm . swim
strong [strag] а сильный
struck [strAk] c m . strike
struggle ['strAgl] n борьба; v бо T
роться
student ['stju:dant] n студент table ['teibl] n стол; таблица
stupid ['stju:pid] а глупый take [teik] v (took, taken) брать
subject 1 [ sAbd3ikt] n учебный take care (of) заботиться (о)
предмет take off снимать
su b ject 2 [sab'dsekt] v подвер take part (in ) принимать
гать участие (в)
success [sak'ses] n успех take place иметь место
such [sAtJ] а такой, подобный taken ['teik n ] см. take
suddenly ['sAdanli] adv вдруг talk [ta:k] n разговор; v разгова
suffer ['sAfa] v страдать ривать
suggest [ s a f e s t ] v предлагать, tall [ta:l] а высокий
советовать task [tcusk] n задание
suit 1 [su:t] n костюм taste [teist] n вкус; v пробовать,
suit 2 [su:t] v подходить для чего- отведать, ощущать вкус
либо tea [ti:] n чай
summer ['sAma] n лето teacher [ 'ti:tja ] n учитель
sun [sAn] n солнце tear 1 [tea] v (tore [to:], torn
Sunday ['sAndi] n воскресенье [ta:n]) рвать, разрывать
sung [sAg] c m . sing tear off отрывать(ся)
sunny ['sAni] а солнечный tear 2 [tia] n слеза
supper ['sApa] n ужин teeth [ti:0] n (pi от tooth) зубы
support [sa'pa:t] n поддержка telegram ['teligraem ] n теле
suppose [sa'pouz] v предполагать грамма
sure [jiia] а уверенный; adv дей telephone ['telifoun] n телефон
ствительно, конечно television ['te liv i 3 n] n телевиде
surface ['sa:fis] ti поверхность ние
surprise [sa'praiz] n удивление; tell [tel] v (told, told) расска
v удивлять зывать
386
temperature ['tempritja] n тем thrown [Groun] cm. throw
пература ticket ['tikit] n билет
ten [ten] пит десять tie [tai] n связь; галстук; v свя
tennis ['tenis] n теннис зывать, привязывать
terrible ['terabl] а ужасный tights [taits] n колготки
thank [Gaegk] v благодарить till [til] prep до
that [5aet] pron тот, та time [taim] n время
the [5э] (перед согласными), [6i] tired ['taiad] а усталый, утомлен
(перед гласными) определен ный
ный артикль title ['taitl] n заголовок, заглавие
the Stogovs Стоговы (семья today [ta'dei] a d v сегодня
Стоговых) together [ta'ge6a] a d v вместе
them [б е т ] pron им, их told [tould] cm . tell
themselves [6am'selvz] pron се tomorrow [ta'marou] a d v завтра
бя, сами tonight [ta'nait] a d v сегодня ве
then [беп] a d v затем, потом чером
there [беэ] a d v там took [tuk] cm. take
these [6i:z] pron эти tooth [tu:0] n (pi teeth) зуб
they [5ei] pron они top [top] n вершина, верхушка
thick [9ik] а толстый tore [to:] cm. tear
thin [0in] а тонкий torn [to:n] cm . tear
thing [Gig] n вещь total ['toutl] а полный, абсолют
think [Gigk] v (thought, ный
thought) думать touch [tAtJ] v дотрагиваться
third [09:d] пит третий towards [ta'wa:dz] prep по на
thirteen ['Ga:'ti:n] пит тринад правлению к
цать towel ['taual] n полотенце
thirty ['Ga.ti] пит тридцать town [taun] n город
this [5is] pron этот, эта, это toy [tai] n игрушка
those [5ouz] pron те tractor ['traekta] n трактор
thought [0o:t] cm . think tractor-driver ['traekta 'draiva] n
thousand ['Gauzand] пит тысяча тракторист
three [Gri:] пит три trade [treid] n ремесло, профес
threw [Gru:] cm. throw сия; торговля
through [Gru:] prep сквозь; по trade union ['treid ,ju:njan] n
средством; из-за профсоюз
throughout [0ru:'aut] a d v по train 1 [trein] n поезд
всюду; prep в продолжение train 2 [trein] v тренировать(ся)
(всего времени) tram [traem] n трамвай
throw [Grou] v (threw, thrown) translate [traens'leit] v перево
бросать дить
387
travel ['traevl] v путешествовать unemployment [,Anim'pbim9nt]
treasure [Чгезэ] n сокровище n безработица
treat [tri:t] v обращаться (с кем- unit ['ju:nit] n комплекс заданий
либ о ); относиться в учебнике, урок; воинская
tree [tri:] n дерево часть; единица
tribute ['tribju:t] n дань unite [ju:'nait] v объединять
trip [trip] n путешествие unity ['ju:niti] n единство
trolleybus [ЧгэНЬаб] n троллей university [,ju:ni'v9:siti] n уни
бус верситет
trouble [ЧглЫ] v беспокоить; n unleash Un'li:!] v развязать, дать
беспокойство, pi хлопоты, не волю
приятности unleash war развязать войну
trousers ['trauzoz] n pi брюки up [лр] a d v вверх
true [tru:] а верный, правильный; it’s up to you это тебе ре
подлинный шать, это твое “дело
trust [trAst] v доверять upper [Чрэ] а верхний, выс
truth [tru:0] n правда; истина ший
try [trai] v стараться, пытаться us [as] pron нам, нас
Tuesday ['tju:zdi] n вторник use [ju:z] v употреблять
turn [to:n] n черед, очередь; v used [ju:st] to бывало
поворачиваться useful ['juisful] а полезный
twice [twais] a d v дважды usually ['juûoli] a d v обычно
V
U
valley ['vaeli] n долина

uncle ['AQkl] n дядя valuable ['vaeljuobl] а ценный
under ['Ando] prep под value ['vaelju:] n ценность
underground ['And9,graund] n variety [vo'raioti] n концертное
метро представление
underlined [^ndo'laind] а под various ['veorios] а различный,
черкнутый разнообразный
understand [,Ando'staend] v vegetable ['уебзйэЫ] n овощ
(understood, understood) very ['veri] a d v очень
понимать victory ['viktori] n победа
understood [^ndo'stud] cm . un view [vju:] n вид
derstand village ['vilid 3 ] n деревня
unemployed [,Anim'pbid] n без visit ['vizit] n посещение; v по
работный сещать, навещать
visitor ['vizito] n п осети тел ь wear [weo] v (wore, worn) но
vocational [vo u 'k eijo n l] а про сить (одежду)
ф ессион ал ьн ы й weather ['w e6o] n погода
voice [vois] n голос weave [wi:v] v (wove, woven)
vote [vout] v голосовать ткать
Wednesday ['w enzdi] n среда
week [wi:k] n неделя
W weight [w eit] n вес
went [w ent] cm. go
wait (for) [w eit] v ж д ать were [wo:] cm. be
wake [weik] v (woke, woken) west [w est] n зап ад
просы паться; будить western ['w e s ta n ] а западны й
walk [wo:k] n прогулка; v гулять wet [w et] а вл аж н ы й , мокрый
go for a walk идти на про what [wot] pron что, какой
гулку wheat [wi:t] n пш еница
walk on идти, п рогуливаться when [w en] a d v , cj когда
д альш е where [weo] a dv, cj где; куда
wall [wo:l] n стен а which [w itj] pron какой; которы й
want [w ont] v хотеть while [wail] cj пока; в то врем я
war [wo:] n война как; когда
wardrobe ['w oidroub] n гардероб whisper ['w ispa] п ш епот; v го
(шкаф) ворить ш епотом, ш еп тать
warm [wo:m] а теплы й white [w ait] а белый
was [woz] cm . be who [hu:] pron кто
wash [w ojl v мыть; ум ы ваться whole [houl] а весь
waste [w eist] n отбросы , отходы whose [hu:z] pron чей
watch 1 [w otj] n часы (наруч why [wai] a d v почем у
ные) that’s why вот почем у
w a tch 2 [w otj] v см отреть, н а wide [waid] а ш ирокий
блю дать, следить wife [waif] n ж е н а
watch TV см отреть тел еви зо р wild [waild] а дикий
water ['w oito] n вода; v п оливать win [win] v (won, won) п о бе
way [wei] n путь, дорога дить; вы играть
by the way м еж ду прочим wind [wind] n ветер
on the way по дороге, по пути windy ['w indi] а ветрен ы й
(куда-либо) window ['w indou] n окно
we [wi:] pron мы winter ['w in ta] n зим а
weak [wi:k] а слабы й wish [wtf] n п ож ел ан и е; v ж е л а ть
wealth [w el0] n богатство with [wi6] prep с
weapon ['w epon] n оруж ие within [w i'6in] prep в течен и е;
в; внутри
389
w ith o u t [wi'5aut] prep без wove [wouv] см. weave
woke [wouk] c m . wake woven ['wouvn] см. weave
w oken ['woukn] c m . wake w rite [rait] v (w rote, w ritte n )
w om an ['wuman] n (pi women) писать
женщина w rite r ['raita] n писатель
w om en ['wimin] n (pi от w ritte n ['ritn] c m . w rite
w om an) женщины w rong [год] а неверный, непра
won [waii] c m . w in вильный
w onder ['wAnda] v удивляться; w rote [rout] c m . w rite
желать знать; n чудо
w onderful ['wAndaful] а замеча
тельный Y
wood [wud] n дерево (матери
ал); лес yard [jcud] n двор
wool [wul] n шерсть year [jia] n год
woolen ['wulan] adv шерстяной yellow ['jelou] а желтый
w ord [wa:d] n слово yes [jes] adv
wore [wo:] c m . w ear yesterday ['jestadi] adv вчера
w ork [wa:k] n работа; v работать yet [jet] adv еще; однако
w orker ['wa:ka] n рабочий you [ju:] pron вы (ты), вам (тебе)
w orkshop ['wa:kjbp] n мастер young [jAg] а молодой
ская your [jo:] pron ваш (твой)
w orld [wa:ld] n мир yourself [jo:'self] pron себе, сам
w orn [worn] c m . w ear yourselves [ja:'selvz] pron себе,
w orry ['wAri] v беспокоиться, сами
тревожиться youth [ju:0] n юноша; молодежь
worse [wa:s] а (сравн. ст. от
bad) наихудший
w ould [wud] c m . will
I w ould r a th e r мне бы хоте
лось, я бы лучше
CONTENTS
PART ONE
Unit 1 Unit 3
§1 ... 3 § 1 103
§2 . . . 11 §2 110
§3 ... 18 §3 119
§4 ... 24 §4 124
§5 ... 32 §5 131
§6 . . . 37 §6 135
§7 . . . 44 §7 143
§8 . . . 49 §8 148
§9 155
§ 10 160
Unit 2 Unit 4
1 ......................................... 56 § 1 168
2 ......................................... 65 § 2 181
3 ......................................... 73 § 3 ......................................... 190
4 ......................................... 80 § 4 ......................................... 195
5 ......................................... 86 § 5 ......................................... 203
6 ......................................... 93 §6 210
PART TWO
1. Words and Expressions........................................................................ 219
2. International Word List........................................................................ 227
3. Geographical N am es.......................................................................... 241
4. References............................................................................................ 247
5. Reference G ra m m a r..............................................................................251
6. Irregular Verbs........................................................................................337
7. Key to E x ercises...................................................................................343
8. Q uizzes.................................................................................................... 347
9. Vocabulary............................................................................................... 359
391
Старков А. П., Островский Б. С.
А64 Английский язык: Учебник для 7-го года обучения
(И класс средней школы). — СПб: «Специальная Литература»,
1997. — 392 с.: илл.
IS B N 5 -8 7 6 8 5 -1 1 4 -0
Учебник завершает серию учебников английского языка для средней школы.

Учащиеся смогут продолжить изучение курса на основе страноведческих
материалов по Канаде, Австралии и Новой Зеландии. Повторительный курс
построен на материалах, связанных с Англией и Америкой. В отличие от
предыдущих изданий тексты учебника подверглись существенной переработке.
Издание разделено на две части: собственно учебник и «Книгу для чтения*. Для
удобства учащихся обе части снабжены словарями.
А н атол и й П етрович С Т А Р К О В
Борис Семенович О С Т Р О В С К И Й
АНГЛИЙСКИЙ ЯЗЫК
Учебник
7-й год обучения
(для 11 класса средней школы)
Ответственный за выпуск Шакирова И. Г.

Научный редактор Янушевская И . Д.
Художник Фоличеева А. В .
Оформление обложки Волоилкин О. П.
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Корректор Толстякова Е. В.
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Лицензия № 071099 от 09.11.94. Подписано в печать с готовых

диапозитивов 11.11.97. Формат 6 0 x 90*/ , 6 . Печать офсетная.
Гарнитура Антиква. Уч.-изд. л. 17,4. Печ. л. 24,5. Бумага офсетная.
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ОАО «Санкт-Петербургская типография № 6*.
193144, Санкт-Петербург, ул. Моисеенко, 10.
CANADA
. !
Vancouver
Country-side An atomic power station
Toronto
COMMONWEALTH
of AUSTRALIA
In the desert
The Australian Alps
Tasmania
NEW
ZEALAND
North Island South Island

i. « £
ISBN 5-87685-114-0
It
fa
9 785876 851147

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GREAT

London. Tower of London

Scotland. Edinburgh Castle

New York. World Trade Center

Chicago. John Henkok Center

Colorado. Garden of the Gods

Wyoming Yellowstone National Park

7-й год обучения

▲ Таким значком помечены упражнения для домашнего

Книга издана при содействии фонда поддержки науки и образования

© Старков А. П., Островский Б. С., 1997

1 knowledge ['пэМз] — знание; 2 trade — ремесло, про­

3. Look at the pictures and make up a story.

4 . Read and do the tasks:

1 form-master (-m istress) — классный руководитель

1 technician [tek'nijn] — техник; 2 branch [brantfl — от­

7. Read and use in situations:

good [gud]: Did you have a good night? Have a good

8. Read the words and guess their meaning:

Naturalist, talentless, militarism, additionally, tactful,

with great forests to the south. The central plains form

1 plain — равнина; 2 heart [hat] — сердце, центральная

(b) Put in words and copy out the sentences:

1. I ... aside to let him pass. 2. He does not ... to our

Personal, economist, practically, preparation, educational,

Щ (d) Do the exercises of Task 1.

11. Read and ask your deskmate:

(a) where he (she) spent his (her) summer holidays, how

(b) if he (she) made a trip during his (her) summer

1. What kind of practical work did you do this summer:

13. Read and explain:

1 smoke — курить; 2 knock [пэк] — стучать; 3 tobacco

15. Read and answer the questions:

1. Why did the three friends meet?

1. His speech was full of

humour + -ous = humorous

to act + -ive = active

worse + -en = worsen

Noun Adjective Verb Adjective

1. He likes to read detective stories very much. 2. The

Canada’s main agricultural products are wheat, meat,

1 per cent [pa'sent] — процент; 2 ore [э:] — руда; 3 oil —

(b) Put in prepositions and copy out the sentences:

1. He has a great interest ... sports. 2. Doing exercises

1. He felt very nervous when he entered the doctor’s

Ш (d) Do the exercises of Task 2.

W hat D o You W ant to Be

1 particular [pa'tikjulo] — данный, особый; 2 whatever

2 0 . Ask your classmates what they are going to do in order not

21. Do the task:

Say what different profession you can choose in life, why

22. Read the text “Planning Holidays” and dramatize it.

2 4 . Read and use in situations:

a ction ['aekjn]: Actions speak louder than words. The

25. Read and analyse (See RG § 9, 3):

1. The actors performed well Tonight’s performance

perform + -ance = performance

differ + -ent = different

Adjective Adjective Noun Adjective

26. Read the sentences and give Russian equivalents of the

1. I think I shall need an assistant to do this work in

The seat of the Federal Parliament and government

1 commonwealth I'komanwelB] — содружество, федера­

1 knowledge ['пэМз] — знание; 2 trade — ремесло, про

1 technician [tek'nijn] — техник; 2 branch [brantfl — от

1 commonwealth I'komanwelB] — содружество, федера