Phoenix+

д	_ 
ПЕРВЫЙ ЭТАП ОБУЧЕНИЯ
2~е издание
Допущено Министерством образования
Российской Федерации в качестве учебника
для студентов высших учебных заведений,
обучающихся по специальности
«033200 Иностранный язык»
«Феникс+»
Дубна
2002
УДК 811
ББК 81.2 Англ-923
П 69
Рецензенты:
Кафедра английской филологии
Московского городского педагогического университета
(зав. кафедрой, д-р филол наук, проф. О. В. Афанасьева,
доц., канд. филол. наук, проф. Ю. Е. Ваулина)
доц. И. М. Богданова
(Московский государственный лингвистический университет)
доц., канд. филол. наук В. В. Алимов
(Кафедра лингвистики и межкультурной коммуникации
Московского открытого социального университета)
Савватеева А. В., Тихонова И. С., Ковалева Л. Б.,
Михеева И. В., Попова В. В., Соколова М. А., Шишкова И. А.
П 69 ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОГО ЯЗЫКА: Первый
этап обучения. Учеб. 2-е издание.-Дубна: Феникс+, 2002-592с.
ISBN 5-9279-0037-2
Учебник рассчитан на студентов, имеющих хорошую подготов-
ку в объеме средней школы, и состоит из трех разделов: 1. Основ-
ного курса (повторение грамматического материала, тексты, лекси-
ка, упражнения), 2. Дополнительных упражнений на отработку произ-
ношения. интонации и техники чтения и 3. Фонетического курса на
английском языке (теория и задания)
Учебник написан на основе методических принципов обучения
иностранным языкам, которые в течение многих лет разрабатыва-
лись теоретически и отражались в практике преподавания и напи-
сания учебных пособий в Московском педагогическом государст-
венном университете под руководством известного лингвиста и ме-
тодиста проф. В. Д. Аракина. В отличие от предыдущих изданий «Прак-
тического курса» под редакцией В.Д. Аракина, фонетические мате-
риалы даются на английском языке, как они и преподаются в условиях
возросшего уровня знаний поступающих в педагогические вузы.
1-е издание вышло под названием «Новый практический курс анг-
лийского языка для студентов педагогических вузов. Первый этап
‘ ЕВысш.шк., Дубна: Феиикс+, 2000».
‘ i i И I
ISBN 5-9279^0037-2
УДК 811
ББК 81.2 Англ-923
Web-сайт ООО «Феникс+»:
www.dubna.ru/~phoenix+
© Авторский коллектив, 2000, 2002
© Оформление, оригинал-макет,
ООО «Феникс+», 2000. 2002
ПРЕДИСЛОВИЕ
Данный учебник предназначен для начального этапа обучения на
факультетах иностранных языков педагогических университетов и инсти-
тутов Он адресован учащимся, достаточно хорошо усвоившим основные
грамматические структуры английского языка в объеме средней школы,
но имеющим ограниченный словарный запас и не изучавшим системати-
ческий курс английской фонетики.
Книга состоит из трех частей: 1 Основного курса (авторы И. В. Ми-
хеева, В В Попова, А. В. Савватеева), 2. Приложения к основному курсу
и 3. Фонетического курса на английском языке (авторы J1. Б. Ковалева,
М. А. Соколова, И. С. Тихонова, И. А. Шишкова)
Основной (лексический) курс состоит из восьми уроков, каждый из
которых посвящен одной из следующих тем: “People Around You” («Лю-
ди вокруг вас»), “House and Home" («Дом и домашний очаг»), “Dining
In and Out” («Еда дома и не дома»), “Let’s Go Shopping" («Пойдемте за
покупками») “Seasons and Weather’ («Времена года и погода») “English
Towns («Английские города») Learning Can Be Enjoyable" («Учиться
можно с удовольствием»), “People’s Leisure" («Как люди проводят свой
досуг»).
Каждый урок основного курса составлен по единой схеме:
1.	Грамматические упражнения.
2.	Вокабуляр по теме, за которым следуют упражнения, помогающие
усвоить его.
3.	Базовый текст по теме с набором упражнений, способствующих
его детальному усвоению.	..
4.	Раздел речевой практики, имеющий целью дальнейшее развитие
навыков устной речи, как диалогической, так и монологической с помо-
щью самых разнообразных упражнений и дополнительных текстов
Грамматические упражнения, с которых начинается каждый урок,
весьма немногочисленны. Они призваны только освежить в памяти сту-
дентов ту или иную грамматическую модель или то или иное явление
грамматики.
Второй раздел начинается со списков слов и выражений по теме
урока, за которыми следуют упражнения. Предполагается, что сначала
студенты под руководством преподавателя должны ознакомиться с вока-
буляром по изучаемой теме. Авторы сочли обязательным дать перевод
слов и словосочетаний на русский язык, чтобы при необходимости сту-
дент мог работать с ними. Упражнения, данные после вокабуляра, на-
правлены на его активизацию.
В третьем разделе урока дается текст по изучаемой теме Перед тек-
стом вынесены самые трудные для произношения- слова Они даны и в
написании и в транскрипции чтобы сразу подготовить студента к их
правильному чтению. Набор упражнений, следующих за текстом, сосЪав-
лен таким образом, чтобы обеспечить его максимальное запоминание для
последующего пересказа близко к тексту, а затем беседы по теме. Авторы
убеждены, что изучение любой темы должно опираться на тематический
текст.
Раздел, посвященный речевой практике, содержит различные диалоги
по изучаемой теме и упражнения тренировочного и речевого характера. В
книгу включены упражнения на перевод с русского языка на английский
4
Предисловие
и наоборот. Учебник также предлагает упражнения которые помогут
преподавателю организовать со студентами дискуссии на разные темы
Количество упражнений (в среднем около 70 в каждом разделе) позволяет
преподавателю выбрать те из них, которые наиболее полно отвечают
целям и задачам, стоящим перед студентами.
Каждый урок рассчитан примерно на I месяц изучения (24-30 ауди-
торных часов). Предполагается что, работая с учебником, студенты будут
широко пользоваться английским толковым словарем.
Фонетический раздел учебника состоит из двух частей: фонетическо-
го приложения к основному лексическому курсу и систематического курса
фонетики.
Целью фонетического приложения к основному лексическому курсу
является закрепление полученных произносительных навыков, их автома-
тизация, а также расширение и углубление знаний студентов для активи-
зации их в различных речевых ситуациях. Каждый урок приложения со-
стоит из двух частей. В первой части даны упражнения, базирующиеся на
уроках основного курса: произношение трудных слов, расстановка ударе-
ний в многосложных словах, произнесение звуков в потоке речи (ассими-
ляция, редукция и т. д.), а также отработка интонации озвученных тек-
стов. Вторая часть каждого урока посвящена работе над функционально
дифференцированным использованием звуков и интонации, т. е. фоности-
листическими различиями звучащей речи.
Фонетический курс имеет целью постановку звуков английского язы-
ка (британский стандарт) и создание произносительной основы для даль-
нейшего развития правильной английской речи. Звуки вводятся и трени- 1
руются одновременно с простейшими интонационными моделями. Струк-
турно курс построен по следующему принципу: в центре каждого урока
стоит гласный звук. Переход к следующему звуку проходит плавно бла-
годаря сходству артикуляций. Например, передние звуки в первых уроках
вводятся в такой последовательности: [i] —> [е] —> [ei] —> [ia] и т. д. Порядок
введения согласных объясняется необходимостью того или иного звука
для начала работы над соответствующим лексическим и грамматическим
материалом.
Следует отметить, что принципиально новым является коммуника-
тивный подход к введению и отработке материала, осуществляемый бла-
годаря тому, что звуки тренируются в простейших диалогах, пословицах,
поговорках, стихотворениях, чтении и пересказах Одновременно со зву-
ками вводятся интонационные структуры, при этом большое внимание
уделяется правильному ритмическому рисунку. По мере усложнения фоне-
тического материала вводятся некоторые понятия из области кинесики
(мимика и жесты). Объяснение фонетических явлений основано в первую
очередь на сравнении с русским языком.
Успех работы над курсом обеспечивает строгое соблюдение предла- ,
гаемого порядка работы над вводимым и закрепляемым материалом.
Авторы выражают искреннюю благодарность редактору службы Би-
Би-Си Мониторинг Вики Эйбл за внимательное прочтение основного кур-
са и ценные замечания, которые были учтены в работе над рукописью.
Part I
E/JENT1AL
COUR/E

UNIT I
A man never discloses his
own character so clearly as
when he describes another’s.
J. P. F. Richter
(German writer, 1763-1825)
PEOPLE AROUND YOU
GRAMMAR EXERCISES
Before you start doing the exercises make sure that you remember
how to handle:
• the possessive case of nouns,
eg Ann’s brother is only eleven.
My parents’ room is upstairs.
The Browns’ house is for sale.
Mr. Brown’s house is new.
Her children’s toys are on the floor
We appreciate Dickens’s novels.
•	the verb to be in the Present Indefinite Tense,
eg I am twenty. Am I twenty?
I am not twenty
I am twenty, am I not9
or I’m twenty, aren’t I9
I am not twenty yet, am I?
We are students of the university.
His granddaughter is a shop-assistant
Is she a shop-assistant?
She isn’t a shop-assistant.
•	the verb to have in the Present Indefinite Tense,
eg I have got three hundred English books at home.
I haven’t got any French books in the house.
Have you got any French books in the house?
How many sisters have you?
or: How many sisters have you got?
or: How many sisters do you have? (esp. American)
8
Essential Course
She
We
Do
We
home?
at home.
has blue eyes and a turned-up nose,
usually have dinner at home
we usually have dinner at
don’t usually have dinner
D	Use the possessive case instead of the “o/-phrase”:
	the sister of my father	the hat of Mrs. Smith the	car of her parents	the	cottage of the Smiths the	garage of the Browns	the	cousin of her mother the	toy of the child	the	coat of my uncle the	bag of my mother-in-law	the	beds of her children the	flowers of the girl	the	pencil of the teacher the books of the student	the life of a bachelor the room of the doctor	the room of Denis the glasses of my grandmother
Translate into English using the possessive case:

папины очки
рука Джеймса
дедушкины газеты
жена Дениса
коттедж Браунов
пальто его дяди
глаза Джейн
тетрадь нашей учительницы
игрушка Боба
книжки ребенка
мамина новая шляпа
бабушкины цветы
дядин велосипед
тетино пальто
портфели студентов
Анина контрольная работа
жизнь холостяка
дом моего свекра
Е] Open the brackets using the verb to be in the Present Indefinite Tense:
I. He (to be) a very good teacher.
2. I (not to be) a first-year student.
3. We (to be) Mr. Smith’s children.
4. She (to be) a nice girl, she (to be) never naughty.
5. You (not to be) busy, you (to be) free, I hope.
6. They (to be) fond of flowers?
7. We (to be) friends, we (to be) always together.
8. What (to be) your name?
9. What (to be) your addressЕ] * * * * * 7
10 My name (to be) Lily, what (to be) yours?
11. He (to be) older than his sister.
12. She (to be) five years younger than her brother.
13 She (to be) eager to become a teacher of English
14. You (to be) in a hurry, I (to be) afraid.
15 She (to be) always glad to see her grandmother
16. They (to be) married, they (not to be)?
17. He (not to be) married.
Unit I
9
18.	You (to be) married?
19.	I (to be) a doctor, I (not to be)?
20.	I (not to be) late?
2 Fill in the blanks using the verbs to be or to have in the Present
Indefinite Tense:
1.	He ... twenty-two years old
2.	I ... got a new coat.
3.	She ... busy today.
4.	We ... a lot of books in our library.
5.	I ... a first-year student, ...n’t I?
6.	My mother ... a school teacher, she ... an interesting job.
7.	What ... your name? - My name .. John Smith.
8.	They ... got new ideas about teaching English.
9.	What ... his address? - His address ... 43, High Street
10.	... you got a colour TV? - Yes, I ...
11.	She ... married to an engineer.
12.	You ... got some spare time, I hope.
13.	She ... usually busy from morning till night.
14.	We ... sorry to hear bad news like that.
15.	She ... got so much luggage to take to the station.
16.	... you four or five classes on Monday9
17.	It ... Saturday afternoon. Dr. Black ... in his study.
18.	It ... eight in the morning, it ... time to go to school.
19.	My mother ... older than yours, ...n’t she?
20.	Her husband ... a brother. He ... five years older than her husband.
21.	Who ... your cousin married to? - He .. married to Lucy Crown.
2 Complete these sentences making them disjunctive questions:
1.	Lucy is a nice girl, ... ?
2.	I am an English teacher, ... ?
3.	We are not ready for the class, ... ?
4.	You’ve got a new bag, ... ?
5.	She isn’t married, ... ?
6.	He is married to a doctor, ... ?
7.	You haven’t got any spare time, ... ?
8.	I am not older than you, ... ?
9.	They have got a small car, ... ?
10.	This is a grammar exercise, ... ?
11.	It isn’t a historical novel, ... ?
12.	You aren’t married, . 9
13.	He is a good sportsman, ... ?
14.	I am late, ... ?
15.	She has three brothers and one sister, ... ?
10
Essential Course
VOCABULARY
Read the vocabulary list and get readv to do the exercises that follow it
What questions are you likely to ask a person you've just met?
What’s your name? - Как вас зовут?
Where do you come from? - Откуда вы?
How old are you? - Сколько вам лет?
Are you married or single? - Вы замужем / женаты или нет?
What’s your job? - Кем вы работаете?
What are your interests? - Чем вы интересуетесь?
What do you do for a living? - Чем вы зарабатываете на жизнь?
What does he do for a living? - Чем он зарабатывает на жизнь?
What’s their job? - Кем они работают?
I’m a computer specialist. - Я специалист по компьютерам.
Не is an accountant. - Он бухгалтер
They are surgeons. - Они хирурги.
Here are the names of some jobs:
accountant - бухгалтер
actor - актер
actress - актриса
architect - архитектор
baker - пекарь
broker - брокер
bus-driver - водитель автобуса
businessman - бизнесмен
chemist - химик; аптекарь
clerk - служащий
composer - композитор
computer specialist - специалист
по компьютерам
conductor - дирижер
dentist - зубной врач
designer - дизайнер
doctor - врач
dressmaker - портниха
driver - шофер, водитель
editor - редактор
editor-in-chief - главный редак-
тор
electrician - электрик
engine-driver - машинист
engineer - инженер
farmer - фермер
fashion-designer - модельер
hairdresser - парикмахер
journalist - журналист
lawyer - юрист
locksmith - слесарь
manager - менеджер
mechanic механик
musician - музыкант
nurse - няня; медсестра
officer — офицер
painter - художник; маляр
physicist - физик
pilot - летчик
playwright - драматург
poet — поэт
research worker - научный ра-
ботник
sailor - моряк
salesman (-woman) продавец
(продавщица)
sculptor - скульптор
secretary - секретарь
Unit I
II
shop-assistant - продавец
(продавщица)
soldier - солдат
surgeon - хирург
taxi-driver - шофер такси
teacher - учитель
turner - токарь
typist - машинистка
worker - рабочий
writer - писатель
The closest people around you are members of your family,
your relations.
Relations by birth —
parents - родители
father - отец
mother - мать
child - ребенок
children - дети
son - сын
daughter - дочь
sister - сестра
brother - брат
uncle - дядя
aunt — тетя
Кровные родственники:
grandparents - дедушка с бабушкой
grandfather - дедушка
grandmother - бабушка
grandchildren - внуки
grandson - внук
granddaughter - внучка
great-grandfather - прадедушка
great-grandmother - прабабушка
great-grandchildren - правнуки
nephew - племянник
niece - племянница
cousin - двоюродный брат (сестра)
Relations by marriage — Родственники по мужу или жене:
husband - муж
wife-- жена
in-laws - родня со стороны му-
жа или жены
mother-in-law - теща; свекровь
father-in-law - тесть; свекор
son-in-law - зять
daughter-in-law - невестка; сноха
sister-in-law - невестка (жена
брата); золовка, свояченица
brother-in-law - зять (муж сест-
ры); шурин, деверь, свояк
One of the first things we want
How old is she? What is her age?
- Сколько ей лет?
She is under sixteen. She isn’t
sixteen yet. - Ей нет 16.
She is sixteen (years old). - Ей
16 лет.
half-sister - сестра по одному из
родителей
half-brother - брат по одному из
родителей
stepmother - мачеха
stepfather - отчим
stepchildren - пасынок и падче-
рица
step-sister - сводная сестра
step-brother - сводный брат
step-daughter - падчерица
stepson - пасынок
to know about people is their age:
She is over sixteen. She is
more than sixteen. - Ей
больше 16.
She is a teenager (from thir-
teen to nineteen). - Она
подросток (от 13 до 19).
12
Essential Course
She is still in her teens. She is
not twenty yet. - Ей еще нет
20.
She is in her early teens. She is
thirteen or fourteen. - Ей лет
13-14.
She is in her mid-teens. She is
fifteen or sixteen. - Ей лет
15-16.
She is in her late teens. She is sev-
enteen or eighteen or nineteen.
Ей лет 17-19.
She is just out of her teens. She
is just twenty. - Ей только
что исполнилось 20.
She is not of age yet. She is not
eighteen (or twenty-one) yet.
Она еще несовершеннолетняя.
I’ve just come of age. I am
already eighteen (or twenty-
one in Great Britain). - Я
только что стала совер-
шеннолетней.
Не is in his early thirties. He is a
little over thirty. - Ему немно-
го за 30.
He is in his mid forties. He is be-
tween forty and fifty. - Ему
лет 45.
She is middle-aged. She is an eld-
erly woman. - Она - женщи-
на средних лет.
Не is middle-aged. - Он среднего
возраста.
Не is in his late fifties. He is al-
most sixty. - Ему под 60
They are my age. They and I are
the same age. - Они моего
возраста.
They are twins. They were born
together of the same mother. -
Они близнецы.
What do they look like?
We often have to describe people’s appearance.
FIGURE - ФИГУРА:
slim — тонкая, стройная
stooping - сутулая
straight - прямая
athletic - атлетическая
broad-shouldered - широко-
плечая
fat — толстая graceful - грациозная middle-sized - средняя plump - пухлая short - невысокая slender - стройная	tall — высокая thin — тонкая well-built - хорошо сложенная well-proportioned - пропорцио- нальная
ARMS and LEGS - РУКИ и НОГИ:	
big - большие long - длинные shapely - красивые	short - короткие skinny - тощие small — маленькие
HAIR -	ВОЛОСЫ:
a bun - пучок a fringe - челка a pigtail - косичка	a plait - коса a pony tail - «хвост» locks - локоны
Unit I
13
curly - кудрявые, вьющиеся dark - темные fair — светлые golden - золотые chestnut - каштановые long - длинные	red - рыжие short - короткие thick - густые thin - жидкие, редкие wavy - волнистые
FACE -	ЛИЦО:
attractive - привлекательное beautiful - красивое (обычно о женщинах) bony - скуластое freckled - веснушчатое good-looking - красивое; ми- ловидное handsome - красивое oval - овальное plain - некрасивое	plump - пухлое pretty - хорошенькое round - круглое sunburnt - загорелое ugly - безобразное weather-beaten - обветренное with hollow cheeks - со впа- лыми щеками wrinkled - морщинистое
COMPLEXION	ЦВЕТ ЛИЦА:
dark - смуглый fair - светлый fresh - свежий	pale - бледный rosy - розовый
EVES -	ГЛАЗА-
blue’ - голубые bright - блестящие brown - карие close-set - близко посаженные deep-set - глубоко посажен- ные	grey - серые hazel - светлокарие slant-eyed - с раскосыми гла- зами wide apart широко расстав- ленные
EYE-BROWS БРОВИ:	
arched - дугой bushy - кустистые pencilled - тоненькие	straight - прямые thick - густые
EYE-LASHES	РЕСНИЦЫ:
curving - загнутые long - длинные short - короткие	straight прямые thick - густые
FOREHEAD - ЛОБ:	
broad - широкий high - высокий low - низкий	narrow - узкий retreating - покатый
14
Essential Course
NOSE HOC:
aquiline - орлиный
button - пуговкой
Grecian - греческий
hooked - крючковатый
Roman - римский
snub — курносый
straight - прямой
turned-up - вздернутый
beautifully cut - красиво
очерченный
large - большой
full - полные
thick - толстые
MOUTH - POT:
small - маленький
tiny - крошечный
wide - широкий
ГУБЫ:
thin - тонкие
well-shaped красивой формы
LIPS
What are people like?
We often have to speak
about people’s character.
absent-minded - рассеянный
bad-tempered - раздражительный
capable - способный
confident - уверенный
considerate - внимательный
creative - творческий
difficult - трудный
easy-going - легкий, веселый
efficient-деятельный; умелый
energetic - энергичный
friendly - дружелюбный
generous - щедрый
good-natured - добродушный
hard-working - трудолюбивый
idle - праздный, ленивый
impatient - нетерпеливый
impolite - невежливый
intelligent - умный
lazy - ленивый
loyal - верный; надежный
patient - терпеливый
quarrelsome - сварливый
quick - проворный, быстрый
quick-minded сообразительный
reliable - надежный
reserved - сдержанный
rude - грубый
sensible - разумный
sly - хитрый
sociable общительный
sullen - угрюмый, мрачный
tactful тактичный
unfriendly - недружелюбный
unintelligent - неумный
unreliable - ненадежный
unsociable необщительный
versatile - разносторонний
witty - остроумный
More useful phrases:
a slimming diet - диета с целью
похудения
to be on a (slimming) diet -
быть на диете
to follow a diet - соблюдать
диету
to lose/put on weight худеть /
полнеть
to keep fit - быть здоровым
to wear a beard/a moustache/
whiskers носить бороду/усы/
бакенбарды
Unit I
15
to have one’s hair cut / curled -
подстричь/завить волосы
to have one’s hair/beard/mous-
tache trimmed - подровнять
волосы/бороду/усы
to be well-dressed - быть хоро-
шо одетым
to look nice/attractive/tired/ill -
выглядеть хорошо, привле-
кательно, устало, больным
to look elegant/smart - иметь
элегантный вид
to look one’s age/younger/older
than one’s age выглядеть на
свой возраст/моложе/старше
своих лет
to wear one’s hair loose/short/
long/in a bun - носить pac-
пущенные/короткие/длинные
волосы / носить пучок
EXERCISES
В
Answer all the questions given at the beginning of the Vocabulary
Section.
Q Pairwork. Imagine that you’ve just met, make up a conversation with
your partner.
Begin with:
(I'm) pleased to meet you.
(I’m) glad to meet you.
.It’s nice to meet you.
I’ve heard so much about you.
Finish with:
It’s been nice seeing you
or:
I enjoyed seeing you.
2 a) Complete the sentences using names of professions:
1.	A person who directs an orchestra is a ....
2.	A person who has studied law and can advise people on legal
matters is a ... .
3.	One who designs buildings is an ....
4.	A person in a position of command in the armed forces is an ... .
5.	A doctor who performs operations is a ....
6.	A person who designs machines, bridges, railways is an ....
7.	One who makes, installs or repairs locks is a ....
8.	A person who drives a motor vehicle is a ... .
9.	One whose job is to look after people’s health is a ...p^ v
10.	Aman who serves in the army, especially an enlisted man, is a ...
II.	A person who writes for newspapers or magazines is a ... .
12.	One who specializes in the treatment of the teeth is a ... .
13.	A person whose occupation is sailing or navigating boats or ships
is a ....
14.	A woman who keeps house is a ....
16
Essential Course
b)	Read and correct the following false statements:
1.	A person who makes sculptures is a playwright.
2.	One who does research work is an accountant.
3.	A person who plays a musical instrument is a clerk.
4.	One who does business is a film actor.
5.	A man who flies an aeroplane is a chemist.
6.	A person who studies chemistry is a physicist.
7.	One who keeps accounts is a salesman.
8.	A person who buys and sells shares is a typist.
9.	A person who takes care of sick people is a worker.
10.	One whose job is to design things by drawing them is a com-
puter specialist.
c)	Describe what these people do:
fashion-designer writer	hairdresser	teacher	baker
shop-assistant	painter	taxi-driver	farmer	nurse
2 Spell and transcribe the following nouns:
инженер	хирург	журналист	физик
секретарь	юрист	композитор	поэт
бухгалтер	электрик	архитектор	актер
EE Translate into English:
1.	Она актриса.
2.	Он зубной врач, а она - медсестра.
3.	Вы слесарь, правда? - Нет, я шофер.
4.	Она физик или химик?
5.	Я так много о них слышал, они научные работники.
6.	Она модельер, не так ли? - Нет, парикмахер.
7.	Вы ведь офицер? - Да.
8.	Эта девушка - машинистка, а этот молодой человек - служа-
щий.
9.	Я знаю, вы не композитор, вы шофер автобуса.
10.	Он молодой скульптор
ш Answer these questions:
1.	What is your surname?
2.	Have you got a small or a large family?
3.	How many people are there in your family?
4.	How old are your parents9
5.	What does your father do for a living?
6.	Is your mother a housewife or does she work?
7.	Are there small children in your family?
Unit I
17
8.	Have you got any sisters or brothers?
9.	How old is your sister/brother?
10.	Is your sister/brother a pupil or a student?
11.	Your mother is a dentist, isn’t she?
12.	Have you got any aunts or uncles? Where do they live?
13.	You’ve got a lot of cousins, haven’t you? What do they do?
Where do they live?
14	How old are you?
15.	Are you married or single?
EE Say a few words about your relations’ jobs.
EE Spell and transcribe these words:
родители	двоюродный брат	муж	тетя
отец	племянник	внук	Дядя
внучка	племянница	мать	ребенок
мачеха	свекровь	дед	ДОЧЬ
EE Read the definition and make up definitions of your own of the given words.
e.g. My nephew is my sister’s or my brother’s son.
my in-laws	ту grandfather
ту mother-in-law	ту grandson
ту sister-in-law	ту uncle
’ту stepbrother	ту cousin
 your stepdaughter	ту niece
EE Translate into English using the possessive case of the nouns:
шляпа его дяди	карандаш их внука
пальто моей жены	рубашка вашего племянника
ботинки нашего сына	стихи моего прадеда
сумка ее свекрови	книги вашей мачехи
комната моих родителей	платье ее тети
телефон его отчима	костюм моего мужа
EQ Answer these questions:
1.	What’s your best friend’s age?
2.	Are you and your best friend the same age?
3.	How old is your grandmother?
4.	How old is your grandfather?
5.	Who is a teenager?
6.	Are first-year students mostly teenagers? How old are they?
7.	How old were Romeo and Juliet?
8.	When can a girl or a boy get married by law in Russia?
18
Essential Course
9.	When do young people in Russia get their passports?
10.	When do women retire in this country?
11.	When do men retire in Russia?
12.	What people are called twintf
ГУ1 Paraphrase the sentences using a different construction.
e.g. He isn’t seventeen yet. - He is under seventeen
1.	She is not twenty yet
2.	He is a little over thirty.
3.	My cousin and I are the
same age.
4.	She is over fifty.
5.	The boy is fifteen or sixteen.
6.	He is almost seventy
7	The girl is eighteen or nine-
teen.
8.	The woman is between forty
and fifty.
9.	She is not eighteen yet.
10.	He is already eighteen.
IE Translate into English:
1.	Он подросток, не так ли? -
Да, ему лет шестнадцать.
2.	Она только что стала со-
вершен нолетней.
3.	Ей под шестьдесят.
4.	Ему больше двадцати.
5.	Мальчик еще несовершенно-
летний.
6.	Сколько лет старику? - Под
девяносто.
7.	Сколько ей лет? - Она
средних лет.
8.	Ему только что исполни-
лось двадцать.
9.	Он мой брат-близнец.
10.	Ей далеко за сорок.
11.	Вы близнецы? - Да.
12.	Она моего возраста.
13.	Ты уже совершеннолетняя.
14.	Ей далеко за семьдесят.
15.	Сколько вам лет? - Почти
тридцать.
ш Make up a short talk with a partner about members of your family,
about their age.
EE Spell and transcribe the following words:
широкоплечий	волнистый	римский	прямой
морщинистый	орлиный	греческий	сутулый
веснушчатый	каштановый	красивый	овальный
курносый	розовый	вздернутый	свежий
EE Read the words and spell them without looking into the textbook or
a dictionary. Then check the spelling using a dictionary.
['Jeiph]	[u:tft]	['gauld(an)]	[aeS'letik]
l'we3abi:tn]	['pensld]	[plaet]
['slcrntig]	[hokt]	I'bauni]
Unit I
19
РП Translate into English:
полные губы	атлетическая фигура	высокий лоб
свежий цвет лица	золотистые локоны	впалые щеки
тонкие брови	красиво очерченный рот пухлое лицо
некрасивое лицо	длинные ресницы	густые брови
носик пуговкой глубоко посаженные глаза раскосые глаза
РУ] a) Read the following extracts and explain the difference between the
adjectives attractive, pretty, good-looking, beautiful, handsome in Eng-
lish:
1.	She was not beautiful but she was undeniably attractive. And the
cause of that attraction lay in her abounding vitality.
2.	“She is a pretty girl, isn’t she?” “Rather more than pretty.”
“Exactly. As a matter of fact, she’s uncommonly good-looking.”
3.	There was no doubt that Michael Garfield was a very beautiful
young man. Women could be beautiful, but Hercule Poirot was
not at all sure that he liked beauty in men. He would not have
liked to be a beautiful young man himself. There was only one
thing about his own appearance which really pleased Hercule Poi-
rot, and that was the profusion of his moustaches. They were
magnificent. He had never been handsome or good-looking.
4.	For some peculiar reason Henry found himself trying to decide
that he was not good-looking. But the more he examined - the
man’s features, the more he saw how uncommonly handsome he
really was.
b) Translate into English:
симпатичная девушка
привлекательное лицо
привлекательные черты лица
красивый мужчина
прекрасная фигура
красивая женщина
ЕЕ Match the words in the left-hand column with their definitions in the
right-hand column:
1)	efficient
2)	confident
3)	generous
4)	loyal
5)	patient
6)	considerate
7)	sly
8)	easy-going
9)	capable
10)	witty
a)	able to perform duties well
b)	clever at deceiving people
c)	able, clever at smth needing practical skill
d)	certain, sure
e)	showing readiness to give money, help, kindness
f)	good-natured, taking life easily
g)	cleverly amusing
h)	true to one’s friends, country
i)	thoughtful of the rights or feelings of others
j)	having the ability to wait for smth calmly
for a long time
20
Essential Course
the textbook or a dic-
к-И Read and spell the words without looking in
tionary. Then check them with a dictionary:
['knnfidant]	['kwnrolsam]	I'peifont]
['dsenoros]	I'sAlan]	[kn'eitiv]
[m'telidsont]	['aidl]	[I'fijont]
[n'laiobl]	[An'saofbl]	
Translate into Russian:
a) creative person
quarrelsome woman
capable student
unreliable people
sullen face
sensible ideas
impatient gestures
rude words
sly old man
efficient secretary
temperamental character
bad-tempered man
b) 1. He is a very capable boy, isn't he?
2	We are confident of success.
3.	His chief says he is very efficient.
4.	I’d like to have a loyal friend.
5.	I hope you are quite sensible.
6	The child is rather difficult.
7.	He is difficult to get on with.
8.	We find her rather aloof.
9.	He is a sly dog.
10.	His remark is tactful, you shouldn’t be hurt.
11.	This news comes from a reliable source.
12	The girl is always considerate of others.
EL Describe these people using the active vocabulary of the unit:
b)
Unit I
21
d)	e)	f)
g)	h)	i)
Ш Give full answers to these questions:
1.	What do you do to keep fit?
2.	What do people usually do to lose weight?
3.	What do we do not to put on weight?
4.	Are you on a slimming diet?
5.	Who usually follows a slimming diet?
6.	Which do you prefer: to wear your hair loose or to wear it in a
bun? Why?
7.	Who usually wears a beard and a moustache?
8.	Where do you have your hair cut or curled?
9.	What do women do to look attractive?
10.	When do people usually look tired?
22
Essential Course
EE Read the story as many times as you need and retell it in detail:
TWINS
Once there were two brothers who were identical twins. They
looked exactly alike They both had the same curly dark brown hair,
blue eyes, and beautiful teeth. They were both exactly five feet ten
inches tall and both weighed exactly one hundred and fifty pounds.
They not only looked alike but also sounded alike on the phone.
Not even their family could tell the difference. They dressed alike,
listened to the same music, and read the same books. They even
laughed at the same jokes.
When they were twenty-three they both got married and a year
later both had sons. The years went by and they began to grow old,
they both wore glasses and eventually they both became bald
Then one day, one of the brothers got sick and died. A few
days later a man stopped the other twin on the street.
“Excuse me for asking,” he said, “but was it you or your
brother who died?”
EE Fill in the articles where necessary:
1.	My father was .. painter - rather ... well-known painter Some
people say he was .. great painter.
2.	Then there’s Michael Weyman - he’s ... architect, quite young
and good-looking.
3.	She is ... very rich woman, as I expect you know.
4.	He looked sharply at... wrinkled shrewd face of Mr. Alfred Edmunds.
5.	She was rosy from the cold and looked, he thought, like glo-
rious eighteen-year-old girl.
6.	He said you were ... very good ski teacher.
7.	I had ... friend when I was ... young man, friend of my own
age, ... magnificent skier.
8.	“I’m going to ... bed. I’ve had ... long day.” He wasn't all that
tired. He just didn't want to be in ... same room with Rudolph.
9.	It was ... modern little house, nicely built. It was on ... hill top,
and ... hill top was planted with . few sparse pines
10.	“Do I look like . grandmother?” Maggy asked Darcy suddenly.
“You can never look like ... grandmother,” Darcy replied.
□	Fill in the right words from the box.
a teacher of physics, a weight-lifter, a director, a chemist (2), a composer,
a writer a manufacturer, a film actor, a weaver, a physicist, a doctor
1	Borodin became famous not as ... but as ... .
2	Einstein, a world-known ..., is the author of the Theory of Relativity.
Unit I
23
3.	Solzhenitsyn, a famous Russian used to be ...
4.	Bulgakov, the author of The White Guard, was ..., he had a
medical degree.
5.	Before Stanislavsky became ... he was ... .
6.	The first woman astronaut Tereshkova began her career as ... in
the town of Ivanovo.
7.	Yuri Vlasov used to be ... famous all over the world. Now he is
a professional ... .
8.	Ronald Reagan, the thirty-ninth President of the USA, was ... .
9.	Margaret Thatcher, the former Prime Minister of Great Britain,
is ... by profession.
TEXT-BASED ACTIVITIES
Before reading the text below be sure that you can pronounce the
following words correctly:
acquaintances	[o'kweintonsiz]	event	[1'vent]
adventure	[ad'ventfo]	expression	[ik'sprefn]
career	[кэ'пэ]	ironing	I'aianirj]
climbing	I'klaimirj]	local	i'laukalj 
college	['knlidsl	outing	I'autig]
complexion	[kam'plekfn]	polishing	['polifirjl
comprehensive	Lknmpn'hensiv]	reporting	Iri'po:tig]
detective	[di'tektiv]	to graduate	['graedjueit]
FAMILY LIFE
John Parker is about forty, rather tall and well-built. His
hair is light brown, he has a healthy complexion, and when
you look at him you are met with a very kind expression. He
is an English teacher at the local comprehensive school. He has
a couple of close friends and a lot of acquaintances. He plays
tennis and golf every weekend, he likes reading detective and
adventure stories.
John has a wife and two teenage sons. His wife’s name is
Lynn. She is slightly younger than he and quite attractive.
Lynn is a housewife. She spends a lot of her day doing tasks
about the house: the ironing and the washing, polishing the
floor, watering the flowers, cooking and shopping. She is very
proud of her wonderful collection of potted plants.
24
Essential Course
John’s and Lynn’s sons are both at school. They are twins
and so alike that people find it difficult to tell one from the
other. They are very noisy, as all boys are. They are fond of
football, climbing, fighting and playing with their dog, the
family pet. No wonder the house is much quieter when they
are at school than when they are at home But of course the
parents still love their boys very much and hope they will have
enough money to send both of them to college.
John’s younger brother is called Mike. He is twenty-five,
taller than his elder brother, broad-shouldered, good-looking and
always ready to have a good laugh. He graduated from univer-
sity last year. Mike enjoys reporting and hopes to make a ca-
reer out of journalism. He is still a bachelor and often stays
with his brother’s family at the weekend. He is a very good
tennis player.
During the holidays the family likes to go on outings. This
usually means going to the theatre, watching a local sporting
event or a trip to the seaside.
FF1 Find in the text English equivalents for the following:
послать учиться в колледж
отличить одного от другого
она гордится своей коллекцией
выбираться куда-нибудь из дома
стать профессиональным журналистом
детективные и приключенческие рассказы
тратит большую часть дня на домашние
дела
играть в гольф
близкие друзья
гостить у
на выходные
чуть моложе его
много знакомых
учиться в школе
единая средняя школа
окончить университет
здоровый цвет лица
FF1 Answer these questions:
1.	Is John Parker about thirty or forty?
2.	Is his hair dark or light brown?
3.	What is the usual expression on his face?
4.	Is John Parker a teacher or a student?
5.	Has John got many friends?
6.	What does John like to do?
7.	Is John married or single?
8.	How does Lynn spend her day?
9.	What is she proud of?
10.	Are their sons at school or at college?
Unit I
25
11.	Why aren’t their sons at college yet?
12.	Why can’t people tell one of their sons from the other?
13.	Is there a dog in the Parkers’ house?
14.	Who is Mike?
15.	Mike is very serious, isn’t he?
16.	What does Mike hope to do?
17.	Is Mike married or single?
18.	Is Mike good at tennis or at golf?
19.	What do the Parkers usually do during the holidays?
EE Say if the phrases below are true or false.
If they are false
correct them using the following:
•	No, you aren’t right.
•	I entirely disagree.
•	I don’t agree at all.
•	I’m afraid you’re mistaken.
•	It can’t possibly be true.
If they are true
agree with them using the following:
•	Yes, it’s really so.
•	It’s true, I believe.
•	I think you are right
•	I agree with you.
•	I can’t agree more.
1.	John Parker is a stooping man of sixty.
2.	He is an English teacher at one of the London colleges
3.	John is keen on golf and tennis.
4.	Lynn doesn’t work.
5.	Lynn has got a collection of stamps which she is proud of.
6.	John’s and Lynn’s sons are schoolboys.
7.	The boys are quite active and energetic.
8.	There is a cat in the Parkers’ house.
9.	The parents want to send their boys to college.
10.	Mike, John’s younger brother, is very serious.
11.	Mike hopes to make a career out of painting.
12.	Mike is still unmarried.
13.	Mike is good at tennis.
14.	The Parkers prefer to stay at home at weekends.
EE Paraphrase using the words and phrases from the text:
at the end of every week
he looks at you with kind eyes
plants growing in pots
she has a high opinion of her
collection
a man who has never been mar-
ried
some intimate friends
they are almost the same in ap-
pearance
to be a little younger than ...
to be a school pupil
to be less than forty
to become a journalist/reporter
to distinguish between them
to go on short pleasure trips
26
Essential Course
to get happiness from writing for to obtain a degree at a univer-
newspapers	sity
to make the floor shine	to pour water on flowers
EE Look at the
the Parkers.
picture and ask questions
about the family relations of
e.g. Who is
John Parker married to?
When were the twins born?
b. - was born
d. - died
Parker
Lynn Parker
b. 1955
m. 1977
(nee Green)
b. 930
m. 1950
Diana Smith
(nee Brown)
b. 925
m 952
John Parker
b 952
m 977
1 om Parker
b. 197c
Ernest Smith
b. 920
m 1952
d. 990
Laura Smith
b. 953
James Parker
b. 1927
m. 950
Michael Parker
b 1967
Dick
b. 197c
m was married
nee [nei] фр. урожденная
(Smith)
Emily Parker
Unit I
27
ED Find words and phrases in the text that describe: a) people’s appear-
ance, b) character, c) family relations, d) occupation, e) interests,
hobbies. Write them out in your workbook.
EE Search the text for the arguments in favour of the following state-
ments:
1.	The Parkers are a close family.
2.	Lynn is a good housewife.
3.	The twin brothers are very noisy as all boys are.
4.	Mike often stays with his brother’s family.
5.	They go on as many outings together as possible.
EE One of you is Mr. Parker. Ask him questions about his family.
EE a) Look at the table and remember:
tennis, golf, football, volleyball, basketball, baseball,
badminton, cards, lotto, dominoes, chess, etc.
/ hide-and-seek, tag, forfeits, blind-man’s-buff
TO PLAY
with a ball, with a doll, with a dog, with a cat
the piano, the violin, the guitar, the accordion, the
trumpet, the flute, the drum, etc.
b) Tell the class what games you liked to plaj when you were a child,
what games you prefer now, what games you’d like to learn to play.
c) What musical instruments do you like? Which instruments can you
play? Which would you like to learn to play?
ED Retell the text “Family Life” in the person of a) Mr. Parker, b) Mrs. Par-
ker, c) Mike, d) one of the twins.
EE Speak about your own family illustrating your story with photos of
the members of your family.
EE Fill in prepositions where necessary.
1.	My sister-in-law is a music teacher ... the local school
2.	John likes to go . the local bar ... a pint ... beer.
3.	“Time off’ is the time .. work and ... weekends.
4.	Lots ... British people go ... organized outings ... popular resorts
like Brighton or Blackpool.
5.	Coaches full ... pensioners or ... factory workers drive ... the
coast . a day out.
28
Essential Course
6.	Not everybody ... Britain is interested ... sport or ... outings.
7.	Very often John took Mary ... little trips, sometimes ... an after-
noon, sometimes ... a day or even ... a whole weekend.
8.	She thinks that it’s not absolutely necessary... every man to go ...
college and become a lawyer.
9.	Holiday-makers bring a picnic lunch ... them, and they can buy
ice-cream ... the ice-cream van, tea ... the refreshment kiosk and
drinks ... the pub.
10	The doctor was proud ... his son whose picture ... uniform ... a
medal ... his chest had been published ... the local paper.
ее Change the sentences as in the model.
Model: It is difficult for people to tell one brother from the other.
People find it difficult to tell one brother from the other.
1.	John thinks it is nice to have a lot of acquaintances.
2.	He says that it is useless to teach his teenage sons music.
3.	Lynn says it is hard to do all the work about the house.
4.	Dick says it is interesting to play hide-and-seek.
5.	Tom thinks it is boring to play the violin.
6.	Mike says it is possible to make a career out of journalism.
7.	John says it is difficult to teach English at school.
8	Lynn thinks it is interesting to collect potted plants.
9.	Mike says it is early for him to get married.
10.	The Parkers say it is pleasant to go on an outing at the weekend.
EE Choose the right word. Use either couple or pair.
Remember: • A set of two things like stockings is a pair.
•	Anything made in two parts like scissors or spectacles is
also a pair.
•	A husband and wife are spoken of as a couple.
•	Any two things of the same kind can be spoken of as
a couple: a couple of dogs, but pair means a closer
joining: a pair of criminals have been working together, a
pair of houses are joined together.
(From: The Longman Dictionary of Contemporary English)
1.	I’ve got a ... of questions to ask.
2.	This ... of gloves will be a nice birthday present for Sylvia.
3.	The married ... looks rather sympathetic.
4.	“Stand in ...,” said the instructor.
5.	He promised to come in a ... of minutes.
6	In the plain white box was a ... of lovely earrings.
Unit I
29
7.	After the wedding most ... go away for a short holiday - the
honeymoon.
8.	There were plenty of snowshoes hung from nails in the equip-
ment shed, and Jack found a ... to fit each of them, although
Danny’s ... was quite a bit outsized.
9.	Any newly married ... could settle in the New Town.
10.	I’ve found a ... of socks, but they don’t make a ....
EE Make up sentences as in the model, using the given phrases. Pay
special attention to the place of enough in the sentences.
Model: They don’t have enough money to send their children to college
to play golf
to work about the house
to play hide-and-seek
to go to the theatre
to make a career
to water the flowers
to collect potted plants
to go on an outing
to read adventure stories
to go on a seaside trip
to polish the floor
EH Make up sentences as in the model using the given adjectives. Pay
special attention to the place of enough in the sentences.
Model: Mike is capable enough to make a career out of journalism			
attractive	hard-working	creative	sly
efficient	good-natured	easy-going	witty
energetic	generous	tactful	tall
considerate	confident	friendly	
EE bill in articles where necessary:
I.	I want to marry you, Tracy. You’ll make ... wonderful wife.
2.	You’re ... artist. You must be proud of yourself; you can’t help
being.
3.	Excuse me speaking to you. I’m ... professional sculptor, and to
put it frankly, your head is just what I have been looking for.
4.	She’ll make ... wonderful grandmother.
5.	He thought of becoming ... lawyer, and he was briefly ... student
at ... Warsaw University, but was soon involved in ... politics.
6.	But he was ... competent scientist and his interests were wide.
7.	I had to look up ... name of ... consultant surgeon who was
giving evidence for ... defence.
8.	Everyone I’ve spoken to respected Dr. Lorrimer as ... forensic bio-
logist. But what was he like as ... man?
9.	It’s ... dirty lie about Pandora’s father being ... milkman. He is
... accountant at ... dairy.
30
Essential Course
10.	Jordache had ... appearance of ... sick man.
11.	Pandora has ... hair .. colour of treacle, and it’s long like
girls’ hair should be. She has quite ... good figure
12.	... lawyer was ... old man, but straight and as impressive as his
surroundings.
Translate into English:
1.	Он достаточно умен, чтобы понять поведение своего отчима.
2.	У нее достаточно времени, чтобы постирать и погладить.
3.	Он женат? - Нет, он старый холостяк.
4.	Мальчик очень гордится своим отцом-летчиком.
5.	Вы любите детективные истории? - Очень, но у меня не хва-
тает времени их читать.
6.	Они так похожи, что даже их родители с трудом отличают
их друг от друга.
7.	Я бы хотела купить пару перчаток.
8.	У нас достаточно денег, чтобы послать нашего старшего сына
в университет. Он способный юноша.
9.	Этот человек очень остроумен и всегда готов пошутить.
10.	В субботу и воскресенье я часто гощу в семье своей старшей
сестры.
И. Она предпочитает вечерами выбираться из дома.
12	. Принесите мне пару бутербродов и стакан молока.
13	. Хотя ей уже 14—15 лет, она все еще играет в куклы.
14	Я умею играть на скрипке и надеюсь сделать карьеру музыканта.
15	Давайте играть в фанты. - Нет, давайте поиграем в жмурки.
- Перестаньте, мы не дети. Сыграем в лото или в карты.
ЕЕ а)	Read and memorize the following phrases with do and make:				
to	do	(the) shopping	to	make	a copy
to	do	(the) washing	to	make	a fortune
to	do	(the) washing up	to	make	a mess of smth
to	do	a job	to	make	a mistake
to	do	an exercise	to	make	a will
to	do	an examination, a test	to	make	friends (with smb)
to	do	good	to	make	money
to	do	harm, evil, bad	to	make	progress
to	do	lessons	to	make	sense
to	do	one’s best	to	make	sure
to	do	one’s duty	to	make	fun of smb
to	do	one’s hair	to	make	trouble
to	do	work (homework,	to	make	a dress (a cake, cof-
		housework, etc.)			fee, etc.)
to	do	a translation (or to make it)			
Unit I
31
b) Match the phrases in the
the right-hand column:
to make a fortune -к
to make a mess (of) 1
to make fun of smb \
to make a noise '
to make money
to make trouble
to make sure
to make a bed
c) Make up and write down
the left column.
ED a) Rewrite the following
left-hand column with their definitions in
to tidy a bed that has just been slept in
to earn money
to worry smb, to cause anxiety to smb
>to become wealthy
to find out for certain
to produce an unpleasant sound
to laugh rather unkindly at smb
to spoil
your own sentences with the phrases from
sentences using phrases with make or do,
instead of the italicized phrases:
1.	He has gone forward in his French during the last few weeks.
2.	I have forgotten to write my homework.
3.	You are laughing at me\
4.	He has got many wrong words in this exercise.
5	Can you prepare good coffeel
b)	Fill in the right »erb (to make or to do)-.
1.	She is a teacher, so she has preparation and correction to ...
2.	He spends a lot of his time off on ...-it-yourself jobs.
3.	At night mother had some dress-...ing to ... .
4.	Ellen, where is Mike? - He’s ...ing the washing up, it’s his turn
today.
5.	Nowadays the child is given freedom to... his own decisions in life.
c)	Translate into English using the phrases with to make and to do:
1.	Кто занимается покупками у вас в семье?
2	Мой сын тратит большую часть дня на приготовление уроков.
3	Сделай копию с этого текста, он тебе пригодится.
4.	Его единственное желание - разбогатеть.
5	От этого человека всегда одни неприятности и беспокойство
6.	Мой племянник хочет поехать к морю, чтобы хорошо отдохнуть.
7.	Эта фраза бессмысленна.
8.	Каждое утро он сам готовит себе кофе.
9.	Этот студент изо всех сил старается добиться успехов в грам-
матике.
32
Essential Course
10.	Дедушка хочет составить завещание? - Я думаю, он его уже
составил.
11.	Мальчик исполняет свои обязанности аккуратно и охотно.
12.	Причешись, иначе все будут смеяться над тобой.
13.	Не делайте зла никому, а то наживете врагов.
14.	Она любит готовить, стирать и гладить.
15.	Я очень не люблю мыть посуду.
Fill in prepositions where necessary:
1.	You know, Lydia, the old man is very fond ... you.
2.	They’re usually young people, my tenants, and I like to see them
enjoy ... life.
3.	What was her age now? I wondered. She must be . her late
thirties. She was one ... the millions ... women who were devoted
... their parents ... the prime ... their life and then ... the end
were left lonely.
4.	He had come ... Whitby because his captain had graduated ... the
school and recommended ... him ... the Dean of Admission.
5.	None ... the teachers ... school have noticed that I am an intel-
lectual. They will be sorry when I am famous. There is a new
girl ... our class. She sits next ... me ... Geography. She is all
right. Her name is Pandora, but she likes being called “Box”.
Don’t ask me why. I might fall ... love ... her. It’s time I fell ...
love, as all I am more than thirteen years old.
6.	This school was a pleasant institution ... which I was sent
fourteen ... my father.
7.	I washed and ironed my school uniform ready ... school tomor-
row. I am getting quite good ... housework.
8.	Daniel was always ... the head ... his class ... school. He wanted
his mother to be proud ... him.
9.	She found it difficult to be fond ... the two children They had
both taken ... their father ... looks.
10.	Emily Arundell looked ... her companion ... mingled affection and
contempt.
11.	I am going to stay ... my English relations.
12.	Quietly, ... saying anything, his wife, Hilda, watched ... him.
ГП Read the advertisement from a British newspaper. Do you find this
idea of earning money attractive? Why? Would you like to take up
this kind of job? Why?
Unit I
33
AGED 13-93?
WANT TO EARN EXTRA MONEY?
By working 1-2 hours per week you can earn extra
money by delivering our papers and leaflets in your
local area.
This job is very suitable for teenagers, students,
mothers, senior citizens, etc. In fact anyone with
time to spare.
Simply telephone our Distribution Hotline or write to:
Telephone: 2859404 or
Middlesbrough 232204
THE AREA CONTROLLER,
115 KENTON LANE,
NEWCASTLE
Name .....................
Address ..................
Tel.......................
34
Essential Course
	SPEAKING PRACTICE
Before reading the dialogue below make sure that you can pronounce
the following words correctly:
average	I'aevandj]	medium	[’mizdiam]	height	[hart]
checked	[tfekt]	cowboy	[’kaoboi]	weight	[weit]
length	[leg©]	plaid	[plaed]
AT THE POLICE STATION
(American policeman at work)
Policeman: Victim. Policeman: Victim	You say he was around average height. Yes, that’s right. Around five nine, five ten. Weight? I’m not sure. Medium, I suppose. Maybe a little on the heavy side.
Policeman: Victim: Policeman: Victim: Policeman: Victim: Policeman Victim Policeman:	Any marks on his face? No, I don’t think so. Glasses? No. What about his hair? Black or dark brown. Long or short? Straight? Curly? Straight, I think, and about average length. Boy, this sure doesn’t help us very much It could be anything. How about his clothes? What was he wearing?
Victim.	Well, he had a checked or plaid shirt - you know, the kind that lumberjacks wear.
Policeman: Victim:	O.K. Now we’re getting somewhere. Pants? Dark, maybe dark blue, maybe black. I’m not sure.
Policeman: Victim: Policeman: Victim: Policeman	What kind of shoes? Boots. Cowboy boots? No, hiking boots - brown ones. All right, that narrows it down a little. Now I want you to look at some pictures.
(From: Person to Person by Jack C. Richards and David Bycina)
Unit I
35
Find the English equivalents for
во что он был одет
ну, это уже кое-что
примерно 5 футов 9 дюймов
примерно средней длины
рубашка в крупную клетку
рубашка в мелкую клетку
the following:
такая, какую обычно носят ле-
сорубы
чуть полноватый
это немного сужает круг подоз-
реваемых
ГП Read the text “At the Police Station” and fill in the identification
form without looking at the text.
Date 	 Name of witness
Address	Tel. No
Crime
Articles stolen
Details of suspect	f	
Sc*	male П female 1
Age	under 18	20-25 □ 26-35 □ 36-50 n over 50
Height	under 150 cms 150-160 cms 161-170 cms 180-190 cms 191 cms-2 metres over 2 metres
Build	fat well-built 3 medium-built “1 slim thin
Hair	black dark fair 4 blond ' 1 grey □ any other colour
Hairstyle	long short □ curly navy straight bald
Eyes	blue grey brown any other colour
Description of clothes	
Any other de- tails ( beard, moustache, glasses)	
36
Essential Course
Describe the criminal’s appearance using the identification form you’ve
filled in.
You are the victim. Tell your friends what happened to you and how
you gave evidence at the police station
S3 The victim has come home and is talking to his wife about what
happened to him. Here are some sympathetic remarks to be used by
the wife:
- Oh, John, that’s awful!
- I am ever so sorry.
- Oh no! Oh dear!
- Oh, how dreadful/awful/ghastly!
- Poor old you!
- Hard luck! / - What a shame!
ES Pairwork. Make up a conversation between a policeman and a victim
who was attacked in the street. The rest of the students should fill
in the identification form.
EE Translate into English.
1.	Мне кажется, он среднего роста. - Ты не прав, он довольно
высокий, немного полноват.
2.	Она носит очки? - Нет.
3.	Волосы у него светлые, а цвет лица довольно смуглый.
4.	У нее прямые или кудрявые волосы? - Кажется, прямые,
средней длины.
5.	Во что был одет мужчина? - На нем были черные брюки,
рубашка в крупную клетку, ковбойские ботинки.
6.	Рост преступника более двух метров. Он хорошо сложен, ши-
рокоплеч. У него темно-голубые глаза, черные волнистые во-
лосы. Когда вы смотрите на него, вы встречаете добрый
взгляд. Не могу поверить, что он преступник.
7.	Я хочу, чтобы вы взглянули на эту фотографию. - Боже мой!
Это она! Вы видите эти глубоко посаженные маленькие глаз-
ки? Эти поджатые губы? Она очень хитрая, я ее боюсь.
8.	Я помню, на нем были очки. - Это, к сожалению, нам не
очень помогает. Сотни людей носят очки. - Он был с длин-
ной седой бородой. - Ну, это уже кое-что. У него были усы?
- Простите, я не помню.
9.	Если вы полицейский, вы должны быть терпеливы и внима-
тельны к людям.
10.	Он покладистый, вы с ним подружитесь.
Unit I	37
The following task deals with similes. A simile is the reference to a
thing or person with a specific comparison to something else,
e.g. Their house is as big as a castle,
or His hair is as white as snow.
There are a lot of similes which have become cliches. Can you match
the pairs from both columns?
As dead as —. As blind as	\ As sober as	\ As ugly as	\ As pretty as As safe as	\ As good as	\ As stubborn as	'ч As mad as	► As quiet as As clean as As straight as As old as As pleased as As happy as As drunk as As easy as As dull as As thick as As high as As flat as As black as	a sandboy a whistle a pancake a hatter a bat a mule a mouse a judge a dodo a picture a lord a kite an arrow the ace of spades two short planks houses sin gold Punch pie the hills ditchwater
Fill in the blanks using the words from	the box:
humour, cautious, self-confident, brave, friendly, patient, sociable,
self-confidence, patience, polite, honest, obedient, kind, generous
1.	Bill is willing to suffer pain and danger if it helps someone. He
is a ... person.
2.	Jane always thinks about things carefully before she does any-
thing. She is ... .
3.	Jack tries to be pleasant and helpful to people. He is a... person.
4.	John is always willing to give money and presents to other peo-
ple. He is ...
5.	Susan helps people and wants to make them happy. She is a ... girl.
6.	Tom doesn’t steal and doesn’t tell lies. He is ... .
7.	Mary always does what her teacher tells her to do. She is ... .
38
Essential Course
8.	Margaret is willing to do things which take a long time, or wait
for things without getting angry. She is ... .
9.	Carol always says “please” and “thank you”. She is ... .
10.	Fred is sure he can do the things he tries to do, and thinks he
is right. He is ... .
11.	Bill likes to be with other people and talk to other people. He is
a ... person.
12.	Judy likes jokes and can make people laugh. She has a sense
of ... .
13.	Jim has plenty of ... . He is very ... .
14.	He has a lot of ... . He is very ... .
EE What sort of abilities and characteristics do you think the following
people should have:
farmer	politician	soldier	pilot	secretary
mother	shop-assistant	student	teacher
ш Fill in prepositions w'here necessary:
1.	He was a tall, grey-haired man ... his early forties.
2.	When Teddy was twenty-two, he graduated ... Oxford ... a degree ...
chemistry.
3.	She says I could stay ... her house ... the holidays.
4.	Nigel has asked me to go ... a disco ... the youth club ... tomor-
row night.
5.	So many ... these good secretaries are ... love ... their boss.
6.	She went on: “Extraordinary how they can’t tell their left	their
right.”
7.	But I am keen ... my profession.
8.	I’ve never been good ... doing things.
9.	Meals ... her house always had the charm ... picnics.
10.	Tiny and curly-haired, Casey, ... twenty-five, was older than
Fauve ... several years.
Fill in articles w'here necessary:
1.	It was dark by ... time they got out of ... building.
2.	Upstairs, Mary was waiting for ... coffee to boil.
3.	There were ... sounds from ... kitchen now and she went into ...
Billy’s room to wake him.
4.	He took ... quick step towards her.
5.	Hasn’t it ever occurred to you that I like doctoring - that it’s ...
pleasure, not ... sacrifice!
6.	John doesn’t want to get ... divorce from his wife.
7.	I had ... long talk with Mr. Dock. I explained that I was ...
one-parent-family child with ... unemployed, bad-tempered father.
Unit I
39
8.	Someone had just brought ... large bowl of... apples into ... room.
9.	He looked like ... young boy from ... nice Middle Western col-
lege, with ... crew-cut hair, ... straight nose, ... blue eyes and ...
easy laugh.
10.	We’ve been living all this afternoon in ... past. ... past is some-
times ... very good place to live.
ш Read and translate the sentences paying special attention to the
phrases to be married, to get married, to marry.
1.	She was going to Hollywood, and she loved John, and John
must marry her and come too.
2.	He had asked his second cousin, Linda Smith, three times to
marry him.
3.	I admit that I deliberately influenced her to accept him. If it had
turned out badly it would have been my fault for urging her to
marry a man so many years older than herself.
4.	I’m married. I’ve got children. - I'm married myself at the moment.
5.	“I got married three months ago,” Michael said, feeling that was
enough reason for any absence.
6.	I was engaged to be married. They said we must wait - that we
couldn’t be married until I was twenty-one.
7.	She iv<7.v married to Philipe Dalmas and living in Paris.
ш a) Choose ten most important qualities of parents from those listed
"below. You can complete the list. Then choose five least important
- qualities. Explain your choice.
What Makes	a Good Parent?
A Good	someone who Parent	someone who	gives you freedom doesn’t have favourites
Should	someone who is always there Be	someone who is supportive someone who speaks to you as an equal someone who is responsible someone who is affectionate someone who is truthful someone who is understanding someone who has similar political views someone prepared to make sacrifices someone tolerant someone who maintains order someone who is broad-minded someone not interfering someone you can talk to someone considerate	
40
Essential Course
someone who doesn’t hide bad things
someone who respects you
someone patient
someone who can talk to you, not at you
someone who takes your side
someone not over-protective
someone kind
someone reliable
someone helpful
someone who sets standards
someone not too strict
someone loving
someone who listens to your problems
someone with a sense of humour
someone safety-conscious
someone who tries to give you a balanced view of life
b)	Make up a list of qualities making 1) a good child. 2) a good friend.
c)	Write a paragraph about your parent(s).
d)	Speak about your friend. Use the phrases given above.
Translate into English:
1.	Некоторые дети думают, что их родители слишком строгие, а
другие считают, что их матери и отцы недостаточно строги.
2.	Она очень самоуверенна, а ее сестра недостаточно уверена в себе
3.	Учителю необходимо иметь чувство юмора, это помогает в
трудных ситуациях.
4.	Девочка упряма как мул.
5.	Он вполне разумный человек, не так ли?
6.	С вами трудно ужиться.
7.	Мой секретарь исполнительна, с высоким чувством ответ-
ственности.
8.	Мужчины не любят сварливых женщин.
9.	Ваше замечание невежливо и бестактно.
10.	Ваш приятель остроумен, но слишком импульсивен, я устаю
от него.
11.	Боб хочет иметь верного друга, но не умеет его найти.
12.	Она трудный ребенок, учителя ее не очень любят.
13.	В этом классе много ленивых ребят, а девочки довольно тру-
долюбивые.
14.	Он обычно наживает врагов из-за своего недружелюбного ха-
рактера.
15.	Творческие люди обыкновенно щедры, добродушны, иногда
нетерпеливы, часто рассеянны.
Unit I
41
ш a) Read the dialogue with a partner.
Mr. Grey:
Mrs. Johnson:
Mr. Grey:
Mrs. Johnson:
Mr. Grey:
Mrs. Johnson:
Mr. Grey:
Mrs. Johnson:
Mr. Grey:
Mrs. Johnson:
Mr. Grey:
Haven’t we met before somewhere?
Have we?
I used to live in Kingston, in Summer Road. The
house on the corner.
I used to live there. But that was 50 years ago.
You haven’t changed much. I knew it was you.
Wait a minute! You gave me some flowers one day.
But you already had a boyfriend.
We got married in 1934. But I’m a widow now. Of
course, I’ve got two sons and a daughter, all mar-
ried. And six grandchildren.
Ethel Brown! After all these years!
Years aren’t important. We’re as young as we want
to be. I enjoy hfe Do you go to any classes? It’s
always a good idea to start something new.
That’s right.
b)	Act out the dialogue.
c)	Present the dialogue as a story “After 50 Years”. Use indirect
speech. Begin your story with:
“Two elderly people meet accidentally. The man whose name is
Mr. Grey wonders/asks/wants to know if they have met before. Ethel
Johnson (nee Brown) is surprised to hear it, because she can’t re-
member Mr. Grey ...”.
Write down your story.
d)	Make up and write down sentences of your own with the phrases:
to get married; to marry smb; to be married to smb; to be un-
married; to be married with (three) children; to be engaged to be
married
EE a) Read and translate the text:
Children aren’t happy with
nothing to ignore.
And that’s what parents
were created for.
Ogden Nash (1902-197!)
Relationships within the family are different now. Parents treat
their children more as equals than they used to, and children have
more freedom to make their own decisions. The father is more in-
volved with bringing up children, often because the mother goes out
to work. Increased leisure facilities and more money mean that there
42
Essential Course
are greater opportunities for the individual to take part in activities
outside the home. Although the family holiday is still an important
part of family life (usually taken in August, and often abroad) many
children have holidays away from their parents, often with a school
party or other organized group.
(From: Spotlight on Britain by Susan Sheerin, Jonathan Seath. Gillian White)
b) Work in groups and decide if the problems of relationships within the
British family are the same as in this country. Choose one person in
each group to present your collective opinion. Compare the opinions.
c) The book “Spotlight on Britain” says:
“People say that children today grow up more quickly. The law
sometimes makes this possible. Look at the information below - how
is the law different in your country?”
So look at the table reprinted from that book and answer the ques-
tions above:
YOUNG PEOPLE AND THE LAW
Age 13 - may be employed part-time
Age 14 - allowed in bars but not to drink alcohol
Age 15 - legally ‘a young person' and not ‘a child’
Age 16 — school leaving age, can leave home, drive a
moped, marry with parents' consent (not
needed in Scotland), buy beer with a meal
Age 17 - can drive a car or motorbike
Age 18 — age of majority - can vote, get married
without parents’ consent, own property, get
tattooed drink in pubs
UNIT II
My home is my castle.
(English proverb)
HOUSE АГЮ HOME
GRAMMAR EXERCISES 
Before you start doing the exercises make sure that you remember
how to handle:
•	the construction there is/are,
eg. There is a street in Moscow which has only one house.
There are a lot of many-storeyed buildings in the centre of
Moscow.
There is a table and three stools in the kitchen, isn’t there?
. There are three stools and a table in the kitchen, aren't
there7
Is there any sofa in the drawing-room?
Aren’t there any English books in the library?
There are no books in the study, are there?
There aren’t any desks in the classroom.
There isn’t a baby’s room in the flat
•	the Present Indefinite Tense,
eg. I live at 28, Adams Street
The British Prime Minister lives at 10, Downing Street.
She usually gets up at seven o’clock, doesn’t she?
He doesn’t usually get up early, does he?
Water freezes at zero.
Water doesn’t freeze at 20° above zero.
Do they ever go to the theatre?
Does the earth turn round the sun?
•	the Present Continuous Tense,
e.g. I’m studying Unit II in the textbook.
You arc buying a house, aren’t you?
44
Essen licit Course
You aren’t watching TV now, are you?
What is he doing?
He is cleaning the carpet in the bedroom
We are arranging the furniture in the kitchen at the moment
Arc you learning English?
Is he having a class now?
They arc going to buy a new flat.
Look at the clouds. It’s going to rain.
•	the Future Indefinite Tense,
e.g. I shall/will describe my house to you.
You will see the cottage in the distance.
Will you go to the seaside next year?
He will do his homework tomorrow morning, won’t he?
They won’t have any visitors on Saturday, will they?
[] Use the constructions there is, there are instead of the blanks:
1.	There ... a lot of new blocks of flats on the outskirts of Moscow.
2.	There ... no teacher of French in the school at the moment.
3.	... there boys in their family? - No, there ... only girls.
4.	There ... a great deal of noise in the next room. There ... chil-
dren there.
5.	There ... some milk in the cup. Drink it up.
6.	There ... a little bread on the plate, eat it up if you like.
7.	There ... a lot of first-year students in the lecture room
8.	There ... little salt in the soup, add some more.
9.	There ... few chairs in the classroom, bring a few more from the
next room.
10.	... there any sugar in the coffee? - No, there ... not. I like my
coffee without sugar.
11.	... there any new cottages in this area? - Yes, there ... .
12.	... there a garage in your yard? - Yes, there ..., but there ... no
car there.
13.	There ... a few mistakes in your test.
14.	There ... little information on this town in the guide-book.
15.	There ... few mistakes in your dictation this time, I’m glad for
you.
16.	There ... no news about the missing bag yet.
17.	There ... a little ice-cream left in the fridge. Have some if you
like.
18.	There ... some tents on the lawn. There ... no people in them.
19.	There ... a big house on the corner of this street, you’ll see it at
once.
20.	There ... a few fruit trees in their old garden.
Unit II	45
E a) Make up and write down some questions. Follow the model.
Mode!. My sister Jane usually gets up at 6 o’clock.
Does she get up at 6 o’clock on Sunday?
Does she go to work early?
Why does she get up at 6 o’clock?
1.	Michael plays the piano. {How well ...? How often ...? Where ...?
... enjoy playing the piano?)
2.	Lily’s parents often go to Africa. (How often ...? Do ... summer?
What part of Africa ... go to? Do ... America7)
3.	Nelly sells some nice pictures. (What kind of pictures ...? . other
things?)
4.	Her students write two tests a month. (Why ...? What kind of
tests ...?)
5.	I speak three languages. (What ...? How well
6.	Mary goes to evening classes. (How often ...? Why ...?)
b) Let your fellow students answer the questions in (a).
2 Open the brackets using the Present Indefinite or the Present Con-
tinuous Tense:
1.	I (to live) at 12, Oxford Street. Where you (to live)?
2.	Her house (to be) situated in a side street.
3.	What you (to do) at the moment? - We (to move) to a new flat.
4.	How often you (to go) to evening classes?
5.	Where her cottage (to be) situated? - On the bank of the Mosk-
va River.
6.	My mother always (to clean) the flat in the morning.
7.	What they (to do) now? - They (to arrange) the furniture in their
new flat.
8.	It (to be) seven o’clock in the morning. Mary (to make) her bed.
9.	She (to buy) a car next week.
10.	They (to work) from early morning till late at night every day,
they (to want) to finish off the task as soon as possible.
11.	Who usually (to do) the cooking in your family? - My mother
(to do). But today I (to go) to do it, mother (not to feel) well.
12.	You often (to go) to the country? - No, we (not to go). Only
when we (to have) time.
13.	She (to gel married) tomorrow.
14.	What (to be) there behind the house? - There (to be) a big gar-
den there.
15.	Who (to like) to play the piano?
16.	The boy (to have) breakfast now? - No, he (to do) his home-
work.
46
Essential Course
2 Read the following text. It will he|p you use the verbs shall and will
in the right way.
YOU CAN RELAX
Once upon a time a good deal of fuss was made about whether
to use shall or will. It was even necessary to anticipate the reply and
ask, “Shall you be at the theatre tonight?” because the expected an-
swer would be, “I shall (or shall not)”.
Today will is the verb permissible in all cases except when a
threat, warning or prohibition is expressed. For example, “The dem-
onstration SHALL not take place on the Capitol steps” means that
the protesters are warned against using the Capitol steps for their
demonstration. (WILL in this sentence would mean that the demon-
strators do not plan to use the Capitol steps.) Note that most of the
Commandments begin with “Thou shall not”. “Thou shalt not kill” is a
prohibition. “Thou wilt not kill” is an expression of faith and hope
You can relax even more with should and would. The use of “1
should like” or “I should prefer” is rarely heard. Not one person in
a hundred knows what the difference between should or would is and
not one in a thousand cares.
2	Say what you are going to do at the weekend using going to.
Q	How do you think life will change in the twenty-first century?
VOCABULARY
Read the vocabulary list and get ready to do the exercises that follow it
Where is your house situated? - Где расположен ваш дом?
What is it like? - Какой он?
These words will help you describe your house:
address - адрес
on the ground floor - на первом
этаже
in the suburbs - в пригороде
on the first floor - на втором
этаже
on the main road - на главной
магистрали
on the top floor - на верхнем
этаже
off the main road в стороне от
главной магистрали
stairs - лестница
not far from — недалеко от ...
upstairs/downstairs - вверху/внизу
a long way from - далеко от ...
Unit II
47
landing - лестничная площадка
in a side street - на боковой
улице
balcony - балкон
on the outskirts of - на окраине
terrace - терраса
storey - этаж
roof - крыша
two-storey(ed) house - двухэтаж-
ный дом
attic - чердак
cellar - подвал
yard - двор
garden - сад
orchard - фруктовый сад
vegetable garden - огород
kitchen garden - огород (выращи-
вание овощей для своей кухни)
market garden - огород (выращи-
вание овощей для продажи на
рынке)
lawn - газон
gate(s) - калитка, ворота
wall - стена
fence - забор
hedge - живая изгородь
wire netting - проволочная сетка
garage - гараж
What rooms are there in your flat?
three-room(ed) flat - трехкомнат-
ная квартира
bedroom - спальня
bed-sitting-room/bed-sitter - жилая
комната (спальня и гостиная
вместе)
kitchen - кухня
dining-room - столовая
sitting-room - гостиная
living-room/drawing-room - гостиная
hall/entrance hall - холл
(прихожая)
bathroom - ванная
study - кабинет
toilet - туалет
nursery, baby’s room - детская
Let’s furnish your flat.
What pieces of furniture do you need?
table (round, square, oval) - стол
(круглый, квадратный, оваль-
ный)
high-back chair — стул с высокой
спинкой
kitchen table - кухонный стол
stool - табурет
dressing-stool - пуфик у туалет-
ного столика
dining-room table-обеденный стол
sofa - диван
cupboard - шкаф, буфет
dressing-table - туалетный столик
с зеркалом
coffee-table - низкий столик (в
гостиной)
bed - кровать
divan-bed - диван-кровать
single/double bed - односпальная/
двуспальная кровать
writing-table - письменный стол
chair - стул
armchair - кресло
wardrobe - платяной шкаф
48
Essential Course
built-in cupboard - встроенный
шкаф
easy chair - мягкое кресло
rocking-chair - кресло-качалка
high chair - высокий детский
стульчик
sideboard - сервант; буфет
(wall) unit(s) - стенка (мебельная)
a suite/set of furniture - мебель-
ный гарнитур
bookcase - книжный шкаф
bookshelf/shelves - книжная пол-
ка/полки
chest of drawers - комод
In what way will you arrange furniture in your flat?
on the left/right - слсва/справа
in the left/right hand corner - в
левом/правом углу
to the left/right of smth - налево/
направо от ...
in the middle of smth - в середи-
не чего-л.
opposite smth - напротив чего-л.
in front of smth - перед чем-л.
next to smth - рядом с чем-л.
behind smth - позади чего-л.
against smth - у; рядом с чем-л.
at smth - около; у
by smth - рядом; возле
These words will help you describe your room in detail:
curtain(s) - занавеска, -ки
carpet — ковер
table-cloth - скатерть
mirror - зеркало
standard lamp - торшер
rug - коврик
wipe-clean tablecloth - клеенка
wallpaper - обои
bed-cover - покрывало (на кровать)
wall bracket/lamp - бра
fireplace - камин
cushion - подушка (диванная)
chandelier - люстра
mantelpiece - каминная полка
Modern conveniences and household goods
people can have in their houses.
running (cold and hot) water -
водопровод
rubbish chute - мусоропровод
colour TV-set - цветной телевизор
hi-fi system - стереосистема
central heating - центральное
отопление
refrigerator (fridge) - холодильник
radio-set - радиоприемник
electric fire - электрокамин
gas - газ
vacuum-cleaner (vac) - пылесос
cassette-recorder - кассетный
магнитофон
electricity - электричество
toaster - тостер
electric mixer - электрический
миксер
Unit И
49
washing-machine - стиральная
машина
video - видеомагнитофон
telephone - телефон
sewing-machine - швейная машина
gas/electric cooker - газовая/эле-
ктрическая плита
video-player - видеоплеер
dishwasher - посудомоечная ма-
шина
lift - лифт
CD player - проигрыватель
компакт-дисков
microwave oven - микроволновая
печь
EXERCISES
Q Ask your partner to give his/her address.
Model'. A. What’s your address? (Where do you live?)
В. I live at 45, Adams Street. (My address is Flat 1, 36,
Green Street)
A.	Is it in the centre or on the outskirts?
B.	On the outskirts.
0 Answer the following questions:
1.	Do you live a long way from the centre? You don’t live a long
way from the centre, do you?
2.	Ig your house on the main road or off the main road?
3.	Your house is in a side street, isn’t it7
4	Arc there many new houses on the outskirts of Moscow7
5	How many storeys are there in your house?
6.	Do you live on the ground floor or on the top floor?
7.	Do you prefer living on the ground floor or on an upper floor?
8.	How many flats are there on your landing?
9.	Is there a balcony in your flat?
10.	Have you got a cottage in the country? Where is it situated?
11.	In what part of the house is the attic situated?
12.	In what part of the house is the cellar situated?
13.	Which is better, to have a vegetable garden or an orchard? Ex-
plain your choice.
14.	Is there a fence or a hedge round your cottage?
15.	Are there garages in your yard? Is your car in one of the garages?
Q Describe your house in five or six sentences.
Model. My house is situated in a side street It’s a ten-storeyed
building with balconies. I live on the ninth floor. There are
two flowerbeds in front of the house. There is a big yard
behind it.
50
Essential Course
П*1 Translate and transcribe these words:			
фруктовый сад	газон	балкон	внизу
живая изгородь	пригород	подвал	чердак
гараж	окраины	вверху	стена
двухэтажный дом	терраса		
Ш a) Here are the definitions of some rooms. Read them carefully:
1)	A bed-sitter is a single room used for both living and sleeping in.
2)	A living-room (also a sitting-room) is the main room in a house
where people can do things together (often a general purpose
room).
3)	A hall is the passage inside the entrance of a house, from which
the rooms open.
b)	Now try to define these words: a dining-room, a bedroom, a kitchen,
a study, a nursery, a bathroom.
c)	Write down your definitions.
^2 Say how many rooms you have in your flat and say a few words
about each room.
Е Read the words, spell them without looking in the textbook or a dictionary:			
['клЬэб]	['wodraub]	['vaekjuam,kli.na|	['mire]
I'farutfa]	[stu:l|	['sauipmaji.n]	['sirjgl,bed|
[tfea]	['tfestavdro:z]	['laendip]	
['kufi,teibl]	[n'fndjareita]	['tu:'sta:ndj	
EE Say which pieces of furniture you find necessary and which you could
do without.
Model'. I find a chair necessary, but I could do without a rocking-
chair.
EE Say what pieces of furniture you need for your sitting-room, bedroom,
kitchen, study.
EE a) Look at the picture, read the sentences under it, pay special at-
tention to the prepositions used in the sentences:
1.	The radiator is under the window.
2.	The wall unit is against the wall.
3.	The desk is in the corner.
4.	The table is in the middle of the room.
5.	The sofa is to the right of the table.
Unit II________________________________51_
6.	One of the chairs is between the sofa and the desk
7.	The picture is overlabove the wall unit.
8.	The wall unit is belowhmder the picture.
9.	The table-cloth is on the table.
10.	The lace curtain is at the window.
11	There are some flowers in the vase.
b) Fill in prepositions where necessary:
1.	It was nearly six months later that Iris made her discovery ... the
attic.
2.	... the right ... Anthony sat Michael, his son-in-law.
3.	There’s a heavy picture hanging ... my bed. It fell ... the night.
4.	Her guide led her ... a dark hall and opened a door ... the right
5.	Miss Marple was sitting ... a big chair ... the fire.
6.	Last night I pulled my bed ...... the middle ... the room.
7.	We were sitting ... the terrace ... front ... the hotel.
8.	Looking ... a portrait hanging ... the mantelpiece, he said: “Is
that your grandmother?”
9.	She waited ... she heard his footsteps ... the stairs.
10.	The guest-rooms upstairs were ... an even worse state ... repair.
One was used ... lumber; ... boxes piled ... the wall.
11.	Aunt Patience came ....... the	chicken-run ... the house ... some
new-laid eggs ... her apron.
12.	Those walls and windows, that roof, the bell that struck seven as
I approached, the whole living entity ... the house was mine; and
mine alone. The grass ... my feet, the trees surrounding me, the
hills ... me, were all part ... my inheritance
52
Essential Course
Ш Read the words, spell them without looking into the textbook or a
dictionary. Then check them.
[Jaenda'lia]	['midi]	['teiblklnS]	['k3:tnj	I'stendadjaemp]
['woilpeipa]	['npazit]	['ka:pit]	['kujn]	['swi:tav’f3:nitja|
EE Read and translate the following word combinations:
a new floor lamp
a crystal chandelier
a white table-cloth
beautiful curtains
a heavy wall bracket
a big square mirror
dark green wallpaper
a new wipe-clean table-cloth
a blue bed-cover
an oval mirror
lace curtains
ш Say in English:
круглое зеркало над пианино
новая тюлевая занавеска
большой желтый ковер
маленький синий коврик у кровати
белоснежная скатерть
старая клеенка
новое бра
темно-красные обои
очень дорогая люстра
старый торшер
ЕН Translate and transcribe the following words:
телефон
пылесос
удобства
холодильник
мусоропровод
радиоприемник
стиральная машина	видеоплеер
электричество	телевизор
кассетный магнитофон
ЕВ Answer these questions:
1.	What conveniences are necessary in modern houses?
2.	Which of these conveniences are there in your flat9
3.	There is no central heating in your house, is there?
4.	Is there a rubbish chute in your house? What is it used for?
5.	Where is your refrigerator? What do you keep in it?
6.	What do you use a vacuum-cleaner for?
7.	Have you got a TV-set? Is it a colour one?
8.	Is there a video in your house? How often do you watch it?
9.	What is the difference between a tape recorder and a player?
10.	Have you got a washing-machine? How often do you use it?
11.	Is there a dishwasher in your kitchen? Would you like to have one?
12.	Which is more important to have in the house: an electric fire or
an electric mixer? Explain your choice.
13.	Is there a gas or electric stove in your flat? Which of them do
you prefer? Why?
14.	Have you got a telephone? What’s your telephone number?
15.	How often do you watch TV and listen to the radio?
eb Name the modern conveniences you can’t do without.
Model'. I can’t do without electricity.
Unit II
53
FT] Translate these sentences into English:
1.	Где вы живете? - Парковая улица, 15. - Это в центре или на
окраине? — Недалеко от центра.
2.	Его дом находится в стороне от главной дороги, там очень тихо.
3.	У нас большая кухня, но маленькая прихожая.
4.	В доме нет ванны, к сожалению.
5.	Мне нужен письменный стол, но я мог бы обойтись без этого
мягкого кресла.
6.	Где ваш телевизор? - У нас нет телевизора.
7.	Давай купим новый гарнитур для нашей гостиной.
8.	Посредине детской находится большой ковер, справа от двери
- кровать ребенка, на окнах красивые занавески
9.	Видите эту картину над камином? Ее нарисовал мой свекор
10.	Напротив дивана стоит книжный шкаф, полный английских книг
TEXT-BASED ACTIVITIES
Before reading the text below make sure that you can pronounce the
following words correctly:	s
-electricity	[ijek'tnsiti]	wire	[waia]
• heating	['hi:tirj]	peculiarity	[pi,kju:li'aenti]
facade	[fo'sa:d]	furnished	['faznift]
villa	['Vila]	downstairs	Ldaun'stcaz]
upstairs	[,Ap'steaz]	sparsely	['spa sit]
bamboo	[bam'bu:]	seaward	l'si:wad]
MY HOUSE
I will now describe the house. It is called Shruff End. It is
damp and the situation is isolated. There is running water but
no electricity and no heating system. Cooking is by gas. The
facade of the house looks onto the road. The house is a brick-
built villa; the bricks are dark red.
I live on the seaward side of the house, upstairs in my
bedroom and in my drawing-room, and downstairs in the
kitchen and a small den next to it which I call “the little red
54
Essential Course
room”. Here there is a good fireplace and also a bamboo table
and bamboo chair.
There is an old-fashioned mechanical front doorbell with a
brass handle and a long wire. It rings in the kitchen.
The chief peculiarity of the house is that on the ground
floor and on the first floor there is an inner room. It means
that there is, between the front room and the back room, a
room which has no external window, it has an internal window
giving onto the seaward room (the drawing-room upstairs, the
kitchen downstairs). These two inner rooms are dark and
empty, except for a large sagging sofa in the downstairs one,
and a small table in the upstairs one.
The whole house is indeed sparsely furnished.
(From: The Sea, the Sea by I. Murdoch. Abridged)
Find in the text English equivalents for the following:
скудно меблированный
выходить фасадом на дорогу
сторона, обращенная к морю
он называется
главная особенность
это означает, что...
РП Find in the text “My House” the words and word combinations cor-
responding to the following definitions:
the front of the building
going towards the sea
a window on the outside
an inside window
not crowded with furniture
having little furniture
Answer these questions:
1.	What is the house called?
2.	Is it dry or damp?
3.	Its situation is not isolated, is it?
4.	Is there electricity, running water and a heating system in the house?
5.	Is cooking by gas or by electricity?
6.	Where does the facade of the house look onto?
7.	What is the villa made of?
8.	On what side of the house does the man live?
9.	What rooms does he occupy?
10.	What is there in the little red room?
11.	What docs the front doorbell look like? Where does it ring?
12.	What is the chief peculiarity of the house?
13.	Which room has no external window?
14.	Where does the internal window give onto?
15.	Where is the large sagging sofa?
Unit П
55
ш Express your agreement basing on the information from the text “My
House”.
Model: The house is damp, isn’t it? - Yes, it is.
There is no electric bell in the house, is there?-No, there isn’t.
1.	The house is situated in an isolated place, isn’t it?
2.	There is running water in the house, isn’t there?
3.	There is no electricity in the house, is there?
4.	There is no heating system in the house, is there7
5.	Cooking is by gas, isn’t it?
6.	The house is a brick-built villa, isn’t it?
7.	The bricks are dark red, aren’t they?
8.	There is an inner room in the house, isn’t there?
9.	There is a large sagging sofa in the downstairs room, isn’t there?
EE Express your disagreement basing on the information from the text
“My House”.
Model: The house isn’t damp, is it? - But it is.
There is electricity in the house, isn’t there? - But there isn’t.
1.	The house is situated in a crowded street, isn’t it?
2.	There is no running water in the house, is there?	,
3.	There is a heating system in the house, isn’t there?
4.	Gooking isn’t by gas, is it?
5.	The house is a straw-built hut, isn’t it?
6.	My bedroom isn’t upstairs, is it?
7.	The kitchen is upstairs, isn’t it?
8.	There is a new electric doorbell in the house, isn’t there?
9.	There is no inner room in the house, is there?
10.	The house isn’t at all furnished, is it?
EE Say if the phrases below are true or false. If they arc false correct
them using one of the following phrases to start your answer:
•	I don’t	agree.	•	I think	it’s just nonsense.
•	I don’t	think it	is right.	•	Not at	all.
•	No, it’s	wrong.	•	On the	contrary.
If they are true, repeat them.
1.	The house is situated not far from the centre of the town.
2.	There are all modern conveniences in the house.
3.	Gas is used for cooking.
4.	It is a wooden house.
5.	The man lives in that part of the house which gives onto the
sea.
56
Essential Course
6.	There is no fireplace in the villa.
7.	The front doorbell is quite modern.
8.	The chief peculiarity of the house is that it has a large balcony.
9.	There is nothing but a large sofa and a small table in the inner
room.
10.	The whole house is richly furnished.
EE Complete the sentences remembering the text:
1.	The house is called ...
2.	There is no ...
3.	The facade of the house ...
4.	The bedroom is ...
5.	The kitchen and the little red room are ...
6.	The chief peculiarity of the house is ...
7.	The inner room has ...
8.	The whole house is ...
ЕП Paraphrase the sentences remembering the text “My House”:
1.	I will now make a description of the house.
2.	The house is situated in an isolated place.
3.	I use gas for cooking.
4.	The front of the house faces the road.
5.	The house is made of dark red brick.
6.	I live on the side looking on the sea.
7.	The main special feature of the house is that it has an inner
room.
8.	There is a room which has no window giving onto the street.
EE Imagine that you are in the house described in the text. Say what
you like and what you dislike about the house. Why? Use the
phrases from the box:
The thing I like is ...	I don’t much like ...
In my opinion ...	I can’t stand ...
The house looks nice, but ...	I very much (dis)like ..
EE Retell the text “My House” in detail.
EE Fill in articles where necessary:
1.	My paternal grandfather was ... market gardener in ... Lincolnshire.
He lived in ... house called Shaxton. I thought it was very distin-
guished to have ... house with ... name. I do not know what my
maternal grandfather did, he died when I was ... small child.
Unit II
57
2.	I went from ... drawing-room to give orders for ... room to be
prepared - there was ... large bare one on ... west side of ...
house that would do him well.
3.	This was her room, for her trunk lay on ... floor. ... walls
were rough and unpapered, and ... floorboards bare. ... box
turned upside down served as ... dressing-table, with ... cracked
looking-glass on ... top.
4.	It was ... dark, rambling place, with ... long passages and ...
unexpected rooms. There was ... separate entrance to ... bar, at
... side of ... house.
5.	She crept out into ... passage, and came to ... stairs. By now
she knew that ... third step from ... top creaked, and so did ...
last.
6.	She knew nothing of ... inhabitants of ... cottage.
7.	I noticed that each one of us had ... small package beside his
plate, ... packages were addressed in ... Rachel’s handwriting.
8.	I sat at ... head of ... table, where Ambrose had always sat,
and my cousin Rachel at ... further end.
9.	Everybody was assembled in ... dining-room. Under ... circum-
stances, we were naturally not ... cheerful party.
10.	On ... chest of ... drawers there was ... tray with ... spirit lamp
and ... small saucepan on it.
11.	In ... few minutes I was knocking at ... door of ... Leastways
Cottage.
12.	.7. house which ... Belgians occupied in ... village was quite
close to ... park gates.
13.	I have been cleaning and tidying up house. What ... ex-
traordinary satisfaction there is in ... cleaning things! I swept ...
hall and ... stairs. I also washed ... big ugly vase on ... landing
and polished ... battered rosewood table.
14.	I paused ... moment and then, on ... sudden, walked round
... back of ... house and past ... kitchens, and so to ...
west front, and looked up at ... window of ... Reinaldi’s
room.
15.	I remember ... house waking to ... sunlight, and seeing ...
round ball of it appear over ... trees that fringed ... lawn.
EE Translate into English in writing:
Интересно, когда наступит весна? Я живу в небольшом кот-
тедже, где нет отопления. Конечно, в моей берлоге есть камин,
но я предпочитаю теплую погоду. Самая удобная комната в
коттедже - это кухня. В ней мало мебели: просиженный диван,
квадратный стол, четыре табуретки, встроенный буфет и газовая
плита. Зато есть машина для мойки посуды
58
Essential Course
EC a) Write the number of each drawing next to the correct word.
□	bungalow	□	semi-detached house
□	tent	□	windmill
□	detached house	□	cottage
□	block of flats	□	palace
□	castle	□	country house/mansion
□	hotel	□	terraced houses
Unit II
59
b)	Find the Russian equivalents of	the words in (a) from the box below:
	коттедж бунгало замок дворец палатка гостиница ветряная мельница	многоквартирный дом отдельно стоящий дом деревянный дом/поместье дом, имеющий общую стенку с соседним домом ряд стандартных домиков
ЕВ a) Go through the following sentences paying special attention to the
italicized phrases:
1	The dining-room windows give onto the garden, leading down to
the river.
2	. My windows look out into a busy street
3	His window looks onto a big lake
4	The windows open on a splendid view of the sea.
b)	Say where your classroom windows look out. Do you like the view?
Give your reasons.
c)	Make up 3-4 sentences of your own, write them down and read out
in class.
EE Transcribe the following words:
bungalow	terraced house	palace	hotel
detached house	block of flats	cottage	castle
mansion
ED Fill in prepositions or adverbs where necessary:
1	A detached house is a house which is not connected ... any way
... another house.
2	A semi-detached house or semi is a house which is one two
built together.
3.	A cottage is a small house, especially ... the country.
4.	A castle is a large strongly-built building made ... former times
to be defended ... attack.
5.	A	block ... flats is a	large building divided ... separate flats.
6.	A	palace is a large	grand house ... which a king or queen	offi-
cially lives.
7.	A	bungalow is a type ... house which is all ... one floor.
8	A	terraced house is	one house which is part ... a line . joined
houses.
ш Match the definitions above with the pictures in Ex. 36.
60
Essential Course
ED Fill in articles where necessary:
1.	They go camping every summer in ... family-sized tent.
2.	They have ... country house. There is ... large garden behind it
3.	She lives in ... block of flats in Chelsea.
4.	... castle has four towers.
5.	He is going to buy ... caravan.
6.	There is ... old castle near ... town.
7.	I’ve never been to ... Edinburgh Castle.
8.	Look at ... semi, it is quite nice.
9.	... Buckingham Palace is ... residence of ... Queen of England.
EE a) Read the example below and pay attention to the difference be-
tween the nouns house and home'.
eg His home is in that semi-detached house
Home is the place in which a person lives, residence.
House is a building in which people live.
b) Insert house or home instead of the blanks:
1	“You live in a nice clean ... ,” Uncle Tom said.
2.	This woman has the art of making a . into a ..., giving it an
atmosphere of restfulness and quiet harmony.
3.	You have a good ..., a good roof over youi head.
4.	That’s a nice little ... .
5.	Australia is the ... of the kangaroo.
6.	They are building some new ... in the village.
7.	This boy is from a broken ..., his parents are divorced.
8.	Siberia has been his ... for ten years now.
9.	A villa is a country ... with a large garden.
10.	London is her ... town.
ED Complete the conversations with the appropriate question or answer.
Model: - What do you think of the chair?
- It’s not very comfortable.
1,-	?	5,- 		?
- It’s too expensive.	- They are	a little old-fashion-
2. - Should we get this sofa?	ed.	
		6. - 		... ?
	- Our bed	is old. It’s time we
3. — 	? - No, we have only one size.	throw it	away.
	7. - Look at	the rug. Isn’t it
4. - How does the armchair feel?	lovely?	
Unit II
61
ЕЕ Describe a garden you’d like to have. You may find the following words useful:				
a wooden fence	an orchard	a	lawn	bushes
an asphalt yard	wire netting	a	swing	a wall
a few fruit trees	flowerbeds	a	hedge	
a kitchen garden	a green house	a	garage	
ЕЕ Translate the following sentences into English in writing:
1.	Она живет в отдельном доме в пригороде Лондона.
2.	У вас есть коттедж за городом? - Да, у нас двухэтажный дом
недалеко от Йорка.
3.	Я помню этот 12-этажный дом. Он расположен в стороне от
главной дороги.
4.	Есть ли замок в этом городе? - Да, есть.
5.	Букингемский дворец - резиденция английской королевы.
6.	В здании есть балконы? - Нет.
7.	Позади нашего домика - огород, перед домиком - двор.
8.	Где вы живете? - В центре города, недалеко от главной улицы.
9.	На нашей улице нет дома с голубой крышей.
10.	Есть живая изгородь вокруг этого особняка? - Нет, есть де-
ревянный забор.
11.	Наверху четыре комнаты, внизу две комнаты, кухня и ванная.
12.	Посмотри! Красный дом с зеленой крышей. Странно, правда?
13.	Где ваш гараж? - За коттеджем.
14.	Я не люблю деревянных заборов и проволочных сеток, мне
нравятся живые изгороди.
15.	Что находится на верхнем этаже? - На верхнем этаже четыре
квартиры. Оттуда можно попасть на чердак.
ЕЕ a) Find these verbs in a dictionary, write down their four forms,
transcribe them, remember the meanings of the verbs:
to move, to arrange, to rearrange, to put, to choose, to match.
b)	Read these examples to get the meanings of the verbs:
1.	She wants to move the gas stove closer to the window to be able
to put the new kitchen table between the sink and the stove
2	Now that you’ve got this flat you may arrange the furniture
3.	Women usually like to rearrange furniture, it seems to them that
their flat becomes new
4.	Let’s choose some beautiful curtains to match the carpet.
c)	Translate the following phrases into English using the verbs:
Двигать мебель	подходить	по	тону к туфлям
обставить комнату	подходить	по	цвету к пальто
переставить мебель	подходить	по	цвету к мебели
62
Essential Course
поставить цветы в вазу
выбирать красивое платье
выбирать яблоко в корзине
подходить по тону к шляпе
разложить книги по полкам
переезжать на новую квартиру
перекладывать книги на полках
подходить по цвету к занавескам
поставить стол посредине комнаты
поставить письменный стол у окна
d)	Make up a short dialogue using the verbs in (c).
Ш a) Describe your flat. These adjectives will make your description
more vivid:
spacious = very large, with lots of space (room, hall)
tiny — very small (bedroom, chair, kitchen)
enormous = very large (wardrobe, armchair)
comfortable - giving comfort (bed, chair)
convenient - suitable, practical (writing-table, furniture)
light = not dark (curtains, furniture)
light = not heavy (curtains, furniture)
solid = of good quality; well-made (furniture, house)
massive = very large (cupboard, wardrobe)
soft = not hard (carpet, rug)
b) Translate into English using the adjectives in (a):
светлый ковер
крепкая мебель
легкий торшер
удобная мебель
мягкий коврик у дивана
просторная прихожая
массивный дубовый стул
огромный письменный стол
крошечная спальня
массивное здание
маленькая детская
светлая клеенка
с) Make a short description of a room using as many adjectives as you can.
ГР a) Fill in the blanks with suitable words from the box:
an oak working-table, table, wall, blanket, bed, pencils,
a high-back chair, mug, biro pens
A single ..., neatly covered with a red and brown ..., stood
against the opposite ...	In front of the window stood ... with
On the ... was a blotter and a brown and blue pottery ... stacked
with ... and ... .
b) Fill in prepositions:
The rooms I occupied were ... the giound floor. The parlour
was papered an old marbled paper and . the walls were water-
colours ... romantic scenes; there were large ferns ... pots, and the
armchairs were covered ... faded leather. The curtains were ... a
heavy red rep.
Unit И
63
Ш Translate into English in writing:
1	Я люблю переставлять мебель. - Правда7 А я нет. - Я помогу тебе.
2.	Налево стоит стул с высокой спинкой, на стуле лежит анг-
лийская книга.
3.	Что стоит справа и слева от журнального столика? - Два
мягких кресла.
4.	Я хочу купить хороший гарнитур для гостиной.
5.	Посреди комнаты стоит дубовый круглый стол и шесть стульев.
6.	Им нужна двуспальная кровать, два платяных шкафа, туалет-
ный столик и несколько стульев.
7.	У стены стоит высокий книжный шкаф. В нем много англий-
ских и французских книг.
8.	Мне бы хотелось иметь кресло-качалку Где я могу его купить?
9.	Ей нравится наша кухня, не так ли? - Да.
10.	Ему нужен холодильник, но он мог бы обойтись без пылесоса.
11.	Слева от шкафа для посуды стоит кухонный стол.
12.	Я могла бы обойтись без встроенных шкафов.
13.	Она только что переехала в новую квартиру. Она еще не ку-
пила мебель.
14.	Что стоит рядом с диваном?-Ночной столик,а на нем телефон.
SPEAKING PRACTICE
Before reading the dialogue below make sure that you can pronounce
the following words correctly:
cheque [tfek] advance [ad'va ns] key |ki ] pull [pol] include [in'klu:d|
LOOKING FOR A ROOM
Mrs. Green: Of course, I shall need a week or so to clear the
room out and to do it up.
Mike: That’s all right, Mrs. Green, my friend is putting
me up at the moment. But I’d like to take the
room on now. Perhaps I’ll make a cheque out for
four weeks’ rent in advance.
Mrs. Green: Well, before I hand the key over, I hope you
don’t get in too late at night.
Mike: If I do, I’ll remember to pull the front door to,
take my shoes off and put the lights out before
going upstairs.
64
Essential Course
Mrs. Green: After eleven-thirty you’ll have to let yourself in,
and remember to make your bed in the morning.
You can use the telephone and ring your friends
up from here. Baths are included in the rent.
Mike: Good. I’ll take a bath in the morning or in the
evening. Can I have my friends up?
Mrs. Green: I don’t mind, but you’ll have to turn them out by
evening. And I’m glad that I can fix you up.
Mike: That’s fine by me, Mrs. Green. I’m glad we’ve
been able to talk things over.
S3 Find in the dialogue English equivalents for the following:
прибираться в комнате
приводить комнату в порядок
я остановился у друга (друг приютил меня)
квартирная плата
самому открывать дверь
я могу вас приютить
это меня очень устраивает
закрывать парадную дверь
гасить свет
заранее
приходить
выпроваживать
снимать башмаки
обговорить
звонить друзьям
передавать ключ
ЕЕ Answer these questions:
I.	Is Mike’s room ready? What does Mrs. Green want to do9
2.	Where is Mike staying at the moment?
3.	Is Mike going to take the room on now or is he ready to wait
until the room is cleared out and done up?
4.	What must Mike remember before Mrs. Green hands the key over?
5.	When will Mike have to let himself in?
6.	Who will make Mike’s bed in the morning?
7.	Can Mike take baths?
8	Is there a telephone in	Mike’s	room?
9.	Does Mrs. Green mind	Mike’s	inviting	guests	to	his	room9
10.	Both Mrs. Green and	Mike are pleased,	aren’t	they?	Why are
they pleased?
Paraphrase these sentences using the word combinations from the talk
between Mrs. Green and Mike:
1.	I shall need a week or so to tidy the room.
2.	Don’t trouble, I’m staying at my friend’s at the moment.
3.	Before I give you the key, I hope you don’t arrive too late at
night.
4.	I’ll remember to close the door, remove my shoes and turn off the
lights before going upstairs.
Unit II
65
5.	You can telephone your friends from here.
6.	Baths are part of the rent.
7.	You’ll have to make your friends leave the house by eleven
8.	I’m glad I can give you a place to stay.
9.	I’m glad we’ve been able to discuss things.
ГП Match the left-hand and right-hand columns:
1)	a sum of money paid regularly
for the use of a room ----------\
2)	to close the front door
3)	to make smth stop burning
4)	before (in time)
5)	to provide smb with smth
6)	to repair a house or decorate it
7)	to telephone smb
8)	to tidy and clean the room
9)	to allow smb to stay at your
place for some time
ш Say if the phrases below are true i
them. Don't forget to start your ai
a)	to put out the lights
b)	to put smb up
c)	to ring smb up
d)	to do a house up
e)	to pull the front door to
f)	rent
g)	to fix smb up
h)	in advance
i)	to clear out a room
false. If they are not true, correct
>er with one of these phrases:
•	Oh, no, it isn’t so.
•	I don't think it is right.
•	No, it’s just wrong.
•	Not at all.
If they are true, repeat them.
1.	Mike is putting up at the hotel at the moment.
2.	Mike’s room is quite ready for him to move in.
3.	Mike wants to take the room on immediately, he is ready to pay
the rent in advance.
4.	It is all the same to Mrs. Green if Mike returns home late at night.
5.	Mike assures Mrs. Green that he will never get in too late at night
6.	The landlady tells Mike that she lets him telephone his friends
and use the bathroom.
7.	Mrs. Green says that Mike’s friends may stay the night in his
room
8.	Mrs. Green and Mike are displeased with each other.
Retell the dialogue “Looking for a Room’’ using indirect speech. Try
to vary the reporting verbs (to say, to tell, to assure, to agree, to
remark, to wonder, to suppose, to add).
e.g. Mrs. Green remarks that she will need a week or so to clear
the room out.
Retell the dialogue in the person of: a) Mrs. Green, b) Mike.
66
Essential Coarse
S3 You are Mrs. Green. You want to let one of your rooms. You tell
your husband about the terms you offered your future tenant. Use
the phrases:
to get in
to ring smb up
to let oneself in
to turn smb out
to be included in
to make one’s bed
to do up the room
to hand the key over
to pull the front door to
Translate into English in writing:
1.	Мне понадобится месяц, чтобы отремонтировать мою трех-
комнатную квартиру.
2.	Пожалуйста, прибери в шкафу для посуды, мы давно этого не
делали.
3.	Он говорит, что его приютил сейчас один из его старых друзей.
4.	Я могу вас приютить на некоторое время, не волнуйтесь. У
меня все уехали на юг.
5.	Не забудь закрыть парадную дверь.
6.	Ты закрыла дверь черного хода?
7.	Я хочу заплатить за квартиру вперед.
8.	Вы еще не уплатили за квартиру, не так ли? Очень жаль.
9.	Она говорит, что плата за телефон не входит в плату за
квартиру.
10.	Я могу вас уверить, что пользование ванной входит в плату
за квартиру.
II.	Кто убирает твою постель утром? - Мама - Правда? Какой
стыд! Тебе уже семь лет.
12.	Позвони мне вечером, если хочешь.
13.	Давайте обговорим все сейчас.
14.	Тебе придется самому открыть дверь, бабушка уйдет в магазин.
a) Remember that there are a lot of phrasal verbs in English. They
consist of a verb and adverb, or a verb and preposition. Students of
English have difficulties with phrasal verbs because they often fail to
understand their meaning and do not know how to use them. There are
many phrasal verbs in the text “Looking for a Room”. Remember them
and fill in the blanks with the right adverbs or prepositions:
1.	I’ll ring ... and say I’m ill
2.	Felicity took ... her hat and threw it in the direction of the hall table.
3.	Could you put us ... for the night?
4.	Now get... there and make sure you see your uncle and nobody else
5.	It’s time you cleared ... the kitchen cupboards, there are a lot of
unnecessary things in them.
6.	Let’s do ... our old cottage.
7.	Thomas put ... the light, he lay face down on the bed.
8.	Hand your plates ... to your granny, she’ll give you more pie.
Unit II
67
9.	There is too much sunlight in the room, pull the curtains.... please.
10.	I want to go home and talk it ... with my father.
11.	She says she prefers to take ... a small house in the country for
the summer.
12.	I’d like to stay at your place till I get fixed ... .
13	And once he almost turned them . of the house.
b) Make up a short dialogue starting it with one of the sentences given
in (a).
Fill in the blanks with suitable words given in the box and translate
the sentences into Russian:
wall-to-wall carpet, wallpaper, rugs, standard lamp, spotlight, curtains
1.	... is a lamp with a directable narrow beam.
2.	There are nice . at the window in our kitchen
3	..is ornamental paper to cover the walls of the room
4.	The floor of their sitting-room is covered with ...
5.	Animal skins are often used as ... .
6.	A lamp with a tall base which stands on the floor of a room
is ... .
Fill in prepositions where necessary:	, »
1	He says his house is ... a side street not far ... the centre.
2.	Their large farmhouse consists ... eight rooms.
3	There is a comfortable rocking-chair . . one .. the windows.
4.	I usually meet her .. the landing when I go ...... my flat.
5.	There is a bookshop ... the ground floor ... this building.
6.	There is a table and a few chairs ... the balcony.
7.	If you live ... the suburb you probably go to work . train.
8.	There is a TV-set ... the right-hand corner.
9.	... the left you can see a built-in cupboard.
10.	.. the right ... the bed there is a bedside table.
11	The dressing-stool stands front . the dressing-table.
12.	There is a vegetable garden ... the cottage.
13.	There is usually one storey ... a bungalow.
14	Fetch the high chair. It is ... the middle . the nursery.
15.	Their semi-detached house is surrounded ... a wooden fence.
a)	Read these sentences:
1.	As the lift arrived and the automatic door opened I heard a soft
footstep
2.	By the way, the rubbish chute is jammed again.
3.	He lived in a cottage adjacent to the big stableyard.
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Essential Course
4.	The room at the end of the house to his right, which adjoined
the library, was the best guest-room. There was a light on in this
room. The curtains were tightly drawn.
5.	She remembered how long it always took her to dust everything.
Although she was not afraid of hard work, she hated dusting
and this room in particular.
b)	Now that you have read the sentences
equivalents of the following phrases:
занавески были плотно задернуты
примыкающий к, смежный
мусоропровод опять засорен
быть смежной
you may give the English
вытирать пыль
подошел лифт
примыкать к ...
с) Translate into English:
1.	Моя комната смежная с кухней (give two variants).
2.	Это смежные комнаты?
3.	Некоторые женщины очень не любят вытирать пыль с мебели.
4.	Я прошу тебя вытереть пыль и подмести пол.
5.	Не открывайте дверь, пока не убедитесь, что лифт подъехал.
6.	Я не люблю мусоропроводов, они часто засоряются.
7.	Уже темно, задерни занавески.
8.	Я ничего не вижу, занавески слишком плотно задернуты.
a) Read the dialogue silently. Then re-enact it with a fellow student.
Mr. Innes: Ellen, where’s Mike?
Ellen: He’s doing the washing-up, it’s his turn today. I only
hope he doesn’t make a mess. Why, do you want him?
Mr. Innes: Well, I thought we might talk things over, now that
your mother’s gone to have a chat with Mrs. Parkins.
Ellen: Oh, you mean about her birthday?
Mr. Innes: Yes, you see, it’s in ten days, there isn’t much time left.
Ellen. You’re right, Daddy, it’s time we talked things over.
Mr. Innes: Would you mind helping Mike, I’m afraid he isn’t
very good at housekeeping.
Ellen: Well, it’s time he learned, but I don’t mind helping
him for once.
When Ellen comes into the kitchen Mike is lying on the floor with
his head under the kitchen sink.
Ellen: For goodness’ sake, Mike, what’s up?
Mike: Oh, I’m sick and tired of this washing-up.
Ellen: But what on earth are you doing on the floor?
Unit II
69
Mike: I’ve dropped a fork under the sink and I can’t find it.
Oh, here it is at last.
Ellen: Mind your head. What a mess!
b) Make up and write down as many special questions about the dia-
logue as possible. Let your fellow students answer them.
c)	Remember the phrases referring	; to housekeeping:
	to do (the) washing-up	to water (the) flowers
	to do (the) cooking	to dust (the) furniture
	to do (the) shopping	to sweep the floor
	to do (the) ironing to do (the) washing	to clean the room
Ask your partner questions using the phrases above. Begin your ques-
tions with How often.
eg How often do you do the cooking in your family?
d)	Make up sentences beginning with It’s time,
eg. It’s time you did the washing-up.
e)	Make up sentences beginning with (I’m) sick and tired of.
eg I’m sick and tired of cooking.
He’s sick and tired of quarrelling.
f)	Make up sentences with the phrase to be good at smth.
eg. I’m good at painting.
You’re good at housekeeping.
g)	Act out the dialogue.
a) In the dialogue between Mr. Innes and Ellen the word mind is
used several times. This word is usually used in many colloquial ex-
pressions in English. Can you match each of the expressions in the
first list to its correct meaning in the second list?
1.	Mind out!
2	I don’t mind.
3	I’ve made up my mind.
4.	Would you mind ...?
5.	He and I are of the same mind.
6.	She is out of her mind.
7.	I’ve got half a mind to ...
8.	Mind you ...
a)	She is mad.
b)	Be careful.
c)	I’ve decided.
d)	On the other hand.
e)	I think I might.
f)	We agree.
g)	Please.
h)	It doesn’t matter to me.
b) Make up a short story with the phrases from the left-hand column.
Make your story amusing.
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Essential Course
ГП Fill in prepositions where necessary:
1.	I opened the hall door and went ... the house.
2.	A fire was burning ... the library, but the room was empty. ...
the dining-room a place was laid ... one.
3.	I went ... upstairs and knocked ... the door ... the little boudoir.
4.	He went ... the sideboard and poured himself a glass ... water.
5.	"... the villa,” she said, “when it was very hot, we usually sat ...
... a little court there, ... a fountain.”
6.	When I had dined I went ........... my	room and looked about me,
and then ...... the	library.
7.	I went indoors and stood ... the library, my back ... the open
fireplace, my hands ... my pockets. The dogs came ... and lay ...
... my feet.
8.	She was sitting ... the stool ... the fire.
9.	She was saving ... to buy a flat.
10.	She liked moving the furniture ... .
m a) Read the extracts which describe rooms and houses:
1)	The living-room furniture was minimal, consisting mainly of a
leather armchair with a reading light beside it, and three book-
cases, crammed with scientific volumes. (A Hailey)
2)	Dark green metal bookshelves covered four walls. On the third
wall there was, above a shiny modern sideboard, a print of War-
saw. (/. Murdoch)
3)	The cottage, a low building of brick with a white wood-cladded
front and with the rounded top and sails of the windmill visible
behind, was separated from the road by a wide ditch
(P. D James)
4)	The villa which Mors rented every year near Swanage was
equipped with two telephones, one in the drawing-room and one
in the main bedroom. (I. Murdoch)
b)	Translate the extracts into Russian in writing.
c)	Make a written description of a house or a room.
Suppose you want to move to a new flat. Which of the following
points will you take into consideration? Why?
1.	The time it takes to get to work, school or university.
2.	Means of public transport.
3.	Opportunities for entertainment and cultural activities.
4.	A quiet and clean environment
5.	The conveniences of living, i.e. shopping, services, etc.
6.	Sports facilities.
Unit II
71
ГП a) Read the following text:
BEAUTIFUL HOME
(Advertisement)
They say your home reflects your personality and there’s little
doubt that your surroundings affect your moods, so treat yourself to
the beautiful home you deserve.
Perhaps you’d like your home to be bigger and brighter - have
you thought of using mirrors to give the impression of not only more
space but added light?
A coat of paint can transform any room at very little cost, but
it’s surprisingly easy to achieve original results with different tech-
niques. You can brighten up dark hallways, enlarge small rooms and
achieve lots of amazing effects - try it - you’ll be delighted!
b) Make a list of 5-10 items stating what techniques can help you make
your home more beautiful. Speak about what you’re planning to do.
c) Work in pairs. Give advice to one another about improvements neces-
sary in his/her home.
Roleplay the following conversations:
1)	A newly married couple is arguing about how to arrange the
furniture in their new flat.
2)	Two friends are talking about the advantages and disadvantages
of living in the centre of the town and in the suburbs. They
have opposite opinions on the problem.
3)	A hotel manager is talking to an important guest. His objective
is to advertise the hotel and its facilities and advantages.
F7*l Translate into English:
Вам нравится наша гостиная, не правда ли? Это большая,
светлая комната. Она очень просторная, потому что в ней мало
мебели. Когда вы входите в гостиную, вы видите большое квад-
ратное окно. На окне светлые занавески. Окно выходит в сад.
Занавески гармонируют с зеленым ковром на полу.
В гостиной диван, четыре мягких кресла, торшер, журнальный
столик. В правом углу телевизор. На потолке хрустальная люстра.
Рядом с диваном стенка, полная фарфоровых безделушек (china
bric-a-brac). Вся мебель новая, мои родители не любят старых ве-
щей. Что касается меня, я обожаю свой просиженный диван и
старинный письменный стол.
'll
Essential Course
EH Read this article from a Newcastle newspaper and arrange a conference
between kitchen designers and housewives about “the kitchen revolution”.
Make use of the words and word combinations from the article.
THE KITCHEN REVOLUTION CONTINUES
KITCHENS have received a great deal of design attention in the
past ten years. In the last 25, they have changed almost beyond rec-
ognition.
What used to be a functional, utilitarian, cheerless room has
changed into a fully-fitted, furnished and equipped attractive, warm
and welcoming room, fast becoming the heart of the home and the
focus of the family.
Kitchens today are smoothly fitted with flush-fitting units,
stretching from floor to ceiling.
They incorporate work surface, fridges, freezers, cookers, washers
and anything else the user might wish to include.
So good are today’s kitchen, it is difficult to imagine how any-
one could make an improvement.
Progress marches irresistibly onwards however, any improvements
and changes will surely appear within the next ten years.
They will make the kitchen of tomorrow as different from that
of today as today’s is different from that of yesteryear.
So where will the changes come?
For a start, the development of the utility room will go on to
the point where the washing machine, tumble dryer, and all the para-
phenalia of ironing, will be banished from a room that will, hence-
forth, be devoted to the production of food and all that that entails.
The kitchen of tomorrow will be ‘green’ of course, so fridges and
freezers will be cooled by environmentally friendly coolants.
Extractor fans will be commonplace, but in order not to pollute
the atmosphere more than necessary, special filters will be incorpo-
rated to remove all noxious substances.
By the same token, of course, incoming air will also be filtered
to ensure that only really clean air ever approaches the vicinity of
our food.
People generally will develop a different attitude to the use of re-
frigeration.
Up to the present day, the fridge has become just a food-storing
glory hole. Everything goes in, from raw to cooked meat, tins, pack-
ets, bottles and bowls of left-overs.
AU this should change. With the growing awareness for hygiene
in the kitchen, several fridges will be used, one for raw food, one for
cooked, one perhaps for bottles and other packs and possibly a
chilling cabinet for fruit, salads and fresh vegetables.
(From: NEWCASTLE HERALD & POST, January 31, 1990 17)
Unit II
73
ЕЕ Read the extract from A. Christie’s autobiography. Look the unfamiliar
words up in a dictionary. Translate the text into Russian in writing.
Say whether you like the house described by A. Christie. Why?
Archie and I found our cottage in the country - though it
wasn’t a cottage. Sunningdale, as I had feared, was an excessively
expensive place to live. It was full of luxurious modern houses built
round the golf course, there weren’t any country cottages at all.
But we found a large Victorian house, Scotswood, situated in a big
garden, which was being divided into four flats. Two of these were
already taken - the two on the ground floor - but there were two
flats upstairs in the course of being adapted, and we looked over
them. Each contained three rooms on the first floor and two on
the floor above, and a kitchen and bathroom, of course. One flat
was more attractive than the other - having better-shaped rooms
and a better outlook - but the other had a small extra room and
was also cheaper, so we settled on the cheaper one. Tenants had
the use of the garden, and constant hot water was supplied. We
signed a lease and prepared to move in.
We came down constantly to see how the decorators and
painters were getting on - which was always much less than they
had promised. Every time we did so we found that something had
beert done wrong. Wallpapers were the most foolproof. You cannot
do anything too awful to a wallpaper, unless you put the wrong
one on altogether - but you can put every shade of wrong paint
on, and we weren’t on the spot to see what was happening. How-
ever, all was settled in time. We had a big sitting room, with new
cretonne curtains of lilac - made by me. In the small dining room
we had some rather expensive curtains with buttercups and daisies.
On the floor above, Archie had a dressing room and emergency
spare room very virulently coloured - scarlet poppies and blue
cornflowers - and in our bedroom I chose curtains of bluebells,
which was not really a good choice, because since this particular
room faced north the sun seldom shone through. The only time
they were pretty was when one lay in bed in mid-morning and saw
the light shining through them, pulled back on either side of the
window, or seen at night, the blue rather faded out. In fact it was
like bluebells in nature. As soon as you bring them into the house
they turn grey and dispirited and refuse to hold up their heads. A
bluebell is a flower that refuses to be captured and is only gay
when it is in the woods.
(From: An Autobiography by A. Christie)
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Essential Course
FF1 Crossword puzzle. Write the answers to the clues and find a word
for “a place to live”.
1)	American English for a home on one floor of a building.
2)	A small house in the country.
3)	A wooden house in the mountains or in a holiday camp.
4)	A large building where you can rent a room to stay the night.
5)	The place where you were born or normally live.
6)	Division of a house or a building.
7)	A house with no stairs.
8)	One room for living and sleeping (abbreviation).
9)	A very grand home for a king or queen.
10)	A tiny wooden building.
11)	A long sofa.
12)	A large, grand house, usually belonging to a wealthy person.
13)	A temporary ‘home’ on a campsite.
UNIT III
He whimpered,
“Could call me
A fussy man;
I only want
A little bit
Of butter for
My bread!”
A A Milne. The
King’s Breakfast
DiniriQ 1П AMD OUT
GRAMMAR EXERCISES
Before you start doing the exercises make sure that you remember
how to handle:
• the pronouns some, any,
 e.g. - Have some porridge.
-	Thanks, I don’t want any porridge, I’d like some bacon
and eggs.
-	Would you like some coffee?
-	With pleasure.
•	exclamatory sentences,
e.g. What a tasty apple!
What crisp toast!
What bitter cucumbers!
How tasty the apple is!
How crisp the toast is!
How bitter the cucumbers are!
•	the Passive Voice constructions,
e.g. A salt-cellar is used for keeping salt in.
Tomatoes are usually eaten raw.
The pears have just been brought
Has the letter been sent?
The dinner was nicely cooked.
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Essential Course
•	the Present Perfect Tense,
eg. He has just eaten a big dinner.
We haven’t had lunch yet.
Have you ever tasted kiwi-fruit?
I haven’t eaten cherries since last summer.
•	the Past Indefinite Tense,
eg. In the 14th century supper was at four o’clock in the af-
ternoon in Britain.
They lived in their cottage last summer.
She didn’t have any breakfast yesterday, did she?
Did you make a pie on Sunday?
П a) Make the following sentences interrogative and negative:
1.	There are some nice detached and semi-detached houses in this
street.
2.	She is rearranging the furniture in the kitchen now.
3.	There is a good fridge in their house.
4.	They have got some old furniture in the attic.
5.	There is a bicycle in the cellar.
6.	We are moving to a modern flat.
7.	There are some three-legged stools in the hall.
8.	She is doing the ironing at the moment.
9.	I have got a big garden surrounded by a wooden fence.
10.	There is a heating system in their cottage.
11.	My mother is making tea on the terrace.
12.	There are some English books on the shelves.
13.	His house is a long way from his office.
14.	There is a swing in the garden for their small children.
15.	There are a lot of fruit-trees in her grandfather’s orchard.
16.	Our elder sister is doing the flat now.
17.	There are some garages on the outskirts of town.
18.	You have got beautiful wallpaper in the sitting-room.
19.	There is electricity in that bungalow.
20.	Her study is to the left of the bathroom.
b)	Use any phrase from those given above as a starting point for a
short dialogue with your partner.
2 a) Make up sentences as in the model.
Model-. What nice furniture!
How nice the furniture is!
Unit III
77
The word combinations to be used:
a little stool	a
a tiny kitchen	a
heavy curtains	a
nice wallpaper	a
a tall bookcase	a
spacious room
large armchair
heavy oak table
comfortable sofa
wonderful carpet
a massive wardrobe
a beautiful chandelier
a cheap rocking-chair
an expensive cupboard
an old wipe-clean cloth
b) Write a short description of a room using one of the exclamatory
sentences you have just made up as the beginning of your story.
2 Fill in the blanks with the pronouns any, some, anything, something,
anyone, nobody, nothing:
1.	May I have ... more of these excellent cherries please, White?
2.	She never answered ... .
3.	There is ... left in the freezer, ... in the pantry and only ... bread
in the bread bin.
4.	... cooked ... dinner. So the boy was hungry.
5.	I do not remember ... quarrels, Mrs. Christow was quite devoted
to her husband.
6.	“I heard ... about a missing girl,” I said
7.	He answered ..., at a loss for words.
8.	There couldn’t be ... life left in the apple-tree.
9.	He was away ... time.	i
10.	.There was ... else in his manner that she did not quite understand.
11.	“We ought to be able to think of ...,” said Bill. “Who’s got ...
brains?”
12.	... had ... answer ready.
13.	Could we have ... of those grapes for dessert tonight?
14.	I’m sorry I ever said ... about it.
15.	I wanted to tell you ... else - but I’m so sleepy I can’t keep my
eyes open. 1 2
Q Spell and transcribe the four forms of the following verbs:
to arrange	to	be	to	do	to save	to say
to have	to	match	to	watch	to stand	to park
to move	to	sit	to	rent	to set	to cook
to stay	to	dine	to	buy	to see	to make
E Open the brackets using the verbs in the Present Perfect Tense or in
the Past Indefinite Tense:
1. I (to rent) a flat and he is coming to live with me.
2. It (to be) a nursery many years ago. It (to have) this pretty paper
of corn-flowers and poppies. Children remember their nursery walls
very well. I always (to remember) the irises on my nursery walls.
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Essential Course
3.	He {to sit down) on one of the stools and (to watch) her as she
(to move) from picture to picture.
4.	The telephone (to stand) on a small bamboo table beside the
front door.
5.	I already (to see) a good deal of life, Ruth. I (to do) almost eve-
rything. I (to be) an actor, a waiter, an odd job man, a luggage
porter and a property man in a circus!
6.	That night she (to set) her alarm for five o’clock.
7.	He (to park) the car and (to take) the stairs two at a time.
8.	It’s ages since we (to have) a quiet moment together without our
children.
9.	There (to be) a small pause before she (to go on), “You (not to
tell) me very much about your aunt, except that she’s your fa-
ther’s sister and that she’s a widow.’’
10.	“We have to leave Berlin. We have to get out of Germany.”
“Yes, I know,” he (to say). “I (to know) it for a long time,
really, but I (not to want) to face it.”
11.	It (to be) very cold and windy out here these last few days, and
we (to have) a lot of rain.
12.	She (to open) the paper carelessly on the table and (to turn)
away towards the refrigerator.
13.	Why he (not to write)? Well, because he simply never writes a letter.
14.	She (can) see it so clearly, too, the yellow house with white shut-
ters which (to face) the sea.
15.	“How are all your friends? You (to see) Camilla again?” “No,”
he (to say). “I (not to see) Camilla again.”
16.	1 (to eat) and (to drink) slowly as one should and without dis-
tractions such as conversation or reading.
17.	I (to get up) and (to go) to the window.
18.	“Have another sandwich,” (to say) Hartley. “Oh, you (not to eat)
that one.”
19.	Ben (to open) the sitting-room door and (to slip) out.
20.	I (to step) backward; then (to turn) and (to walk) to the gate.
21.	“You (to see) the news about Jon, of course,” she (to say) care-
lessly before he (can) (to speak). “Today’s evening paper." “Jon?”
“You (not to see) the paper? He’s back in London.”
Q Inform your partner of what you didn’t do yesterday. Let him tell
you what he/she hasn’t done today yet. Concentrate on the correct
use of the Past Indefinite Tense and the Present Perfect Tense.
Q Open the brackets putting the verbs in the correct tenses:
She (to do) the Sunday New York Times crossword puzzle faster
than he (to do). Her handwriting (to be) without frills, like a man’s.
She (to like) new painters whose work Rudolph (cannot) appreciate or
Unit III
79
understand. “(To keep) looking,” she (to say), “and then one day, a
door (to open), you suddenly (to cross) the barrier.”
She never (to go) to church. She never (to cry) at sad movies.
She never (to introduce) him to any of her friends. She (to be) unim-
pressed by Johnny Heath. She (not to mind) getting her hair wet in
the rain She never (to complain) about the weather or traffic jams.
She never (to say), “I (to love) you.”
(From: Rich Man, Poor Man by I. Shaw)
Change the sentences using the passive voice construction as in the model.
Model: I did the work yesterday.
The work was done yesterday.
1.	The maid served breakfast in the dining-room.
2	My mother cooked soup for dinner that day.
3.	Her cousin made tea for all of us.
4.	His grandmother always made his bed in the morning.
5.	The landlady asked them for the rent.
6.	He moved his car into the garage.
7.	They built a new cottage in a suburb of Moscow.
8.	Their cook usually served supper at seven o’clock in the evening.
9.	He turned the attic into a nursery for his children.
10.	The girls rearranged the furniture in their bedroom.
11.	Our mother always washed the dishes after breakfast
12.	"Their aunt usually did the ironing.
13.	His grandfather did the shopping yesterday.
14.	The boy drank up the milk.
15.	The girl ate up the porridge.
Q a) Answer the questions using the passive voice construction as in the model.
Model: What is a rubbish chute used for?
A rubbish chute is used for carrying rubbish down.
1.	What is a dishwasher used for?
2.	What is a vacuum-cleaner used for?
3.	What is a refrigerator used for?
4.	What is a mixer used for?
5.	What is a TV-set used for?
6.	What is a washing-machine used for?
7.	What is an iron used for?
8.	What is a kitchen used for?
9.	What is a gas cooker used for?
10.	What is an electric fire used for?
b) Write down your answers.
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Essential Course
VOCABULARY
Read the vocabulary list and get ready to do the exercises that fol-
low it.
Names of meals - Названия трапез
breakfast - завтрак lunch - ленч, второй завтрак dinner - обед, ужин tea - чай	high tea — ранний плотный ужин с чаем supper - ужин
Be sure that you know the names of plates, dishes and cutlery
which we use when we lay the table or cook a meal.
plate (dinner plate) - тарелка breadplate - хлебница fork - вилка spoon - ложка tablespoon - столовая ложка teaspoon - чайная ложка knife (knives) - нож (ножи) ladle - половник сир - чашка glass - стакан wine glass - рюмка saucer - блюдце kettle - чайник	teapot - чайник для заварки sauce boat - соусник sugar bowl - сахарница salt-cellar - солонка pepper-pot - перечница pan/saucepan - кастрюля frying-pan - сковородка coffee pot - кофейник cake tin - форма для выпечки торта table-cloth - скатерть napkin - салфетка
Names of primary products - Названия основных продуктов
bread {white, brown) - хлеб (бе- лый, черный) meat (beef, pork, lamb, veal) — мясо (говядина, свинина, ба- ранина, телятина) fish, herring - рыба, сельдь butter - масло (животное) sour cream - сметана	eggs (a dozen eggs) - яйца (дю- жина яиц) cheese - сыр cottage cheese творог sugar - сахар honey - мед sausage - колбаса
Names of dishes - Названия блюд
soup - суп clear soup - бульон	cabbage soup - щи pea soup - гороховый суп
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81
chops - отбивные
beefsteak - бифштекс
chicken - курица
macaroni, spaghetti - макароны
fried potatoes - картофель жареный
fish and chips рыба с картофе-
лем, жаренным соломкой
salad, mixed salad салат, винегрет
mashed potatoes - картофельное
пюре
Names of dishes the English people like to have for breakfast:
bacon and eggs - бекон с яични-
цей
porridge - (овсяная) каша
jam - варенье, джем
muesli (a mixture of raw grains,
dried fruit and nuts) - мюсли
(смесь злаков, сухих фруктов
и орехов)
toast and marmalade (marmalade
is usually made from oranges
or other citrus fruits) - гренки
с мармеладом (мармелад
обычно делается из апельси-
нов или других цитрусовых)
cornflakes - кукурузные хлопья
(амер)
A continental breakfast is a light breakfast
that usually consists of bread, butter, jam and a hot drink,
without any cooked food.
An English breakfast is a breakfast
which consists of cooked food, such as bacon and eggs,
toast and marmalade and tea or coffee.
Names of sweet things:
pudding - пудинг
cake - торт, кекс
pie - пирог
ice-cream - мороженое
jelly - желе
stewed fruit - компот; консерви-
рованные фрукты
sweets - конфеты
chocolate - шоколад
Here are the names of things
that make our food more tasty and piquant:
mustard - горчица
vinegar - уксус
horse-radish - хрен
mayonnaise - майонез
olive oil - оливковое масло
sauce, tomato sauce - coyc,
томатный соус
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Essential Course
Learn the names of some drinks:
soft drinks (non-alcoholic} - безал- hard drinks (alcoholic} - крепкие
когольные напитки
tea - чай
coffee - кофе
cocoa - какао
milk - молоко
juice - сок
squash - фруктовый сок (с гази-
рованной водой)
water - вода
soda water - содовая вода
mineral water - минеральная вода
lemonade - лимонад
coca-cola - кока-кола
напитки
wine (red, white} - вино (красное,
белое)
beer - пиво
champagne - шампанское
brandy - бренди
gin - джин
rum - ром
vodka — водка
whisky - виски
vintage (wine) — a fine wine made
in a particular year - мароч-
ное вино
Here are the names of vegetables you should remember:
potato(es) - картофель
carrot - морковь
onion - лук
beetroot - свекла
garlic - чеснок
leek - лук-порей
celery - сельдерей
cabbage - капуста
cauliflower - цветная капуста
lettuce - салат-латук
tomato(es) - помидор(ы)
vegetable marrow - кабачок
aubergine (US egg plant)- баклажан
green/red pepper - зеленый/крас-
ный перец
pea(s) - горох
green peas - зеленый горошек
cucumber - огурец
bean - боб
pumpkin - тыква
radish - редис
turnip - репа
Let’s learn the
blackberries - ежевика
cherries - вишни
plums - сливы
gooseberries - крыжовник
dates - финики
peaches - персики
(black, red, white) currants - сморо-
дина (черная, красная, белая)
figs - инжир
apricots - абрикосы
grapes - виноград
of some berries and fruits:
oranges - апельсины
bananas - бананы
tangerines - мандарины
cranberries - клюква
apples - яблоки
quince - айва
strawberries - клубника
pears - груши
pomegranate - гранат
raspberries - малина
melon - дыня
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water-melon - арбуз
lemon - лимон
pineapple - ананас
Remember the adjectives which people usually use
when they speak about dishes, drinks, fruit, berries:
tasty - вкусный
ripe - спелый
tasteless - безвкусный
overripe - переспелый
delicious - очень вкусный
unripe - недозрелый
sweet - сладкий
refreshing - освежающий
sour - кислый
juicy - сочный
bitter - горький
Important phrases that can come in handy
when speaking about meals:
to be hungry - хотеть есть,
to be thirsty - хотеть пить
to lay the table {laid, laid, laying) -
накрывать на стол
to sit down to table - садиться к
столу
to have supper - ужинать
to sit at table - сидеть за столом
to be having breakfast - завтракать
dinner is ready - обед готов
to clear the table - убирать co
стола
to take away the dirty dishes -
уносить грязную посуду
Help yourself to smth/to some
food. - Угощайтесь.
Have some more (salad). - Возь-
мите еще (салата).
No more, thank you. - Спасибо,
больше не надо.
EXERCISES
Ш a) Study the given phrases paying special attention to the articles: their
absence in the left-hand column and their usage in the right-hand column:
have breakfast	the breakfast was good
before lunch	he enjoyed the lunch
at tea	prepare/cook (the) dinner
after dinner	the dinner was well cooked
stay for supper
breakfast is ready
dinner will be served soon
b) Ask each other questions using the phrases from both columns.
Model-. When do you usually have dinner?
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Essential Course
E Translate into English:
1.	Я хочу это сделать до завтрака.
2.	Когда вы обычно ужинаете? - Я не ужинаю совсем, я стараюсь
похудеть.
3.	Обед готов, садитесь к столу.
4.	Останьтесь к ужину, пожалуйста. - С удовольствием.
5.	Спасибо, мне очень понравился обед.
6.	После ужина мы обычно смотрим телевизор.
7.	Кто в вашей семье готовит еду? - Мама.
8.	Завтрак был хорошо приготовлен, и дети наслаждались едой.
9.	Давай поговорим об этом за чаем.
10.	Ужин будет скоро подан.
ЕЕ Translate and transcribe the following words:
блюдце шоколад горчица	пудинг	десерт нож	сельдь сахар	каша	половник соус колбаса	мармелад соль апельсин
FF] Read the words, spell them without		looking either in	the textbook or
in a dictionary:			
[spa'geti]	[Jaem'pein]	['эиЬэзгп]	[skwnj]
[Tio:s,raedif]	[,meia'neiz]	['razbanz]	['beikn]
[so:s]	['knhflaua]	[di'Iifas]	['letis]
Then check	their spelling using a dictionary.		
tc Answer these questions:
1.	How many meals a day do you usually have?
2.	When do you usually have breakfast (lunch, dinner, tea, sup-
per)?
3.	Who does the cooking in your family?
4.	Who usually lays the table for breakfast?
5.	Which do you prefer, to lay the table or to cook a meal?
6.	What	things should be put on	the table for	dinner	(tea)?
7.	What	is your	favourite dish? Can you cook	it?
8.	What products can’t we do without?
9.	What	do you	like for the first	course (the second	course)?
10.	What	do you	usually have for	dessert?
11.	What is your favourite drink?
12.	What vegetables can you have in winter? In summer?
13.	What berries are your favourite?
14.	Who takes away the dirty dishes after a meal in your family?
15.	What should be done with dishes after a meal?
	Unit III	85
EE Match the 1)	Breakfast is 2)	Veal is 3)	Lunch is — 4)	Water is 5)	Mutton is 6)	Supper is 7)	Beef is	beginnings and the ends of the definitions: a)	the meat from a sheep that we use as food. b)	a meal that you eat in the evening. c)	something you drink or wash yourself in. \	d) the meat of a cow or bull. 1	e) a meal that you eat in the morning. \	f) the meat of a calf used as food. g) a meal that you eat in the middle of the day.
ЕЕ Ask your partner what he/she would like to have for the first course.
Use the words from the list:
fish soup	tomato soup
potato soup	cabbage soup
noodle soup	a glass of juice
mushroom soup
a plate of pea soup
Model'. - What would you like (to have) for the first course?
- I’d like (to have) (some) clear soup.
EC Say what you’d like for dessert. Take the names of the things you
would like from the box:
a banana
an ice-cream
something tasty
a piece of cake
some raspberries
a bar of chocolate
a slice of pineapple
a piece of apple pie
a cup of warm milk
a glass of tomato juice
a plate of fresh apricots
an orange or a tangerine
Model'. I’d like a cake for dessert.
EE Compose sentences of your own
column with the words from the
1.	I’d like to have
2.	I’d like to have some
3.	Let me have some
4.	Give me some
5.	Let us have
6.	Give her some
7.	Would you like to have
8.	Will you have some
matching a phrase from the left-hand
right-hand column:
butter
sugar
a pear
bread
lunch
lemonade
cheese
ham
an egg
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Essential Course
EE Correct the false statements. Don’t forget to begin your sentences
with one of these phrases:
•	Not at all.	• I don’t think you’re right.
•	I don’t agree.	• I’m afraid you’re mistaken.
1.	A sugar-bowl is used for keeping salt in.
2.	When you clear the table you bring dishes from the kitchen.
3.	Soup is served for dessert.
4.	Honey is usually bitter.
5.	Sugar is usually salty.
6.	Coca-cola is a hard drink.
7.	Cauliflower is a very beautiful flower.
8.	Cucumbers are red or rosy.
9.	Vinegar is used to make food salty.
10.	Onion is never put in soup.
11.	Pineapples should be eaten when they are unripe.
12.	'Porridge shouldn’t be given to children.
13.	English people never have toast and marmalade.
14.	Pudding is a traditional Russian dish.
15.	When people are hungry they drink water.
16.	When people are thirsty they eat bread.
17.	Eggs are never fried.
18.	A pumpkin is a very small vegetable.
19.	Children never have soft drinks.
20.	You can grow bananas in Russia.
EE a) Read the sentences and translate them into Russian:
1.	There are two vegetables on the table, an onion and a garlic.
2.	We grow many vegetables: potatoes, onions, beans.
3.	I don’t like green pepper in my salad.
4.	There is too much garlic in the salad.
5.	Please cut two tomatoes into slices.
6.	I prefer beetroot to carrots.
7.	Are there many marrows in your vegetable garden this year?
8.	I like cauliflower very much. Do you?
9.	Let’s make tomato and cucumber salad with onion.
10.	Go to the greengrocer’s and buy a head of cabbage. I’m going
to cook cabbage soup.
b) Make up and write ten sentences of your own using names of vegetables.
ЕП Read the following definitions and guess what vegetables are described:
1.	A very large dark yellow roundish vegetable that grows on the
ground.
2.	A soft fleshy juicy red fruit eaten raw or cooked as a vegetable.
Unit III
87
3.	A vegetable with a green skin, flesh and seeds used for giving
a particular hot taste to food.
4.	A plant rather like an onion which is used in cooking to give
a strong taste to food.
5.	The large green leaves of any of several plants, forming a
round, oval or long head, eaten mainly as a raw vegetable in
salads.
6.	A vegetable with a fairly long orange-red pointed root.
7.	A type of garden vegetable with green leaves around a large
white head of undeveloped flowers.
8.	A type of plant with a large purple fruit that is eaten as a
vegetable, usually cooked.
9.	A type of roundish root vegetable with a thin brown or yel-
lowish skin that is cooked and served in many different ways.
FF1 Translate into English:
1.	Съешь еще морковку.
2.	Хотите еще свеклы?
3.	Вы любите цветную капусту?
4.	Дайте мне еще один помидор. Я их очень люблю.
5.	Баклажаны в этом году очень крупные, правда?	»
6.	Хотите еще картошки?
7.	ГТринеси луковицу, я варю капустный суп.
8.	Огурец горький?
9.	Тыква очень сладкая.
Ю. Лук-порей, чеснок, сельдерей надо класть в пищу, чтобы она
была вкуснее.
11.	Вы выращиваете огурцы? - Нет, мы выращиваем кабачки,
баклажаны, тыкву.
12.	Возьми две головки лука и одну чеснока.
13.	Что вкуснее: огурцы или кабачки? - Я предпочитаю огурцы.
14.	Не трогай тыкву, она еще не созрела.
15.	Возьмите несколько листьев салата и положите на хлеб.
ЕЕ a) Say what berries and fruit are your favourite.
Model: My favourite berries are cranberries.
My favourite fruit is a pear.
b) Say which fruits or berries you prefer.
Model: Personally I prefer peaches to apricots.
or: I like pears more than apples.
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Essential Course
с) Read and translate
dates
dry figs
sweet pears
quince juice
ripe peaches
overripe figs
an apple pie
tasty cherries
unripe plums
these word combinations:
orange squash
raspberry jelly
pineapple juice
a small apricot
a bowl of fruit
sour cranberries
sweet tangerines
a plate of dates
a slice of lemon
overripe bananas
black currant jam
green gooseberries
a bunch of grapes
a big pomegranate
a piece of watermelon
strawberries with cream
a basket of blackberries
a handful of red currants
d) Say it in English:
кусок дыни
пять бананов
спелый арбуз
горсть вишен
сливовый сок
айвовый джем
чай с лимоном
спелая ежевика
вкусный инжир
сладкая малина
гранатовый сок
яблочный пирог
клюквенное желе
коробка фиников
гроздь винограда
груши в белом вине
клубника со сливками
корзина с абрикосами
перезрелый крыжовник
ананасы в шампанском
джем из красной сморо-
дины
e) Translate into English:
1.	Бананы очень спелые, правда?
2.	Мне бы хотелось клубники со сливками на десерт.
3.	Я предпочитаю апельсиновый напиток яблочному соку.
4.	Дайте ей немного клюквенного желе.
5.	Какие вкусные персики! Дайте мне еще один.
6.	Возьмите два апельсина и один большой лимон.
7.	Гранаты очень дорогие. Я предпочитаю покупать виноград.
8.	Моя сестра любит чай с лимоном, но без сахара.
9.	Где вы обычно покупаете смородину и крыжовник? - Я их не
покупаю. У меня есть сад, я выращиваю там разные ягоды.
10.	В доме нет никаких фруктов, кроме яблок. Сделаем яблочный
пирог.
11.	Какая спелая малина! Дай мне еще немного.
12.	Возьми вон ту корзину и положи в нее 10 абрикосов, 3 гра-
ната, одну айву, 5 персиков и гроздь винограда.
Щ Guess what it is:
1.	A small red sour-tasting berry used for making a jelly.
2.	A sweet juicy fruit, narrow at the stem end and wide at the other.
3.	A hard round fruit with white juicy flesh and a red, green or yel-
low skin.
Unit 111
89
4.	A long curved tropical fruit, shaped like a thick finger, with a
yellow skin and a soft sweet inside.
5.	A fruit like an orange but with a light yellow skin and sour taste.
£2 a) Make up exclamatory sentences beginning with what and how.
Model: What a big apple!	How big the apple is!
What big apples!	How big the apples are!
b) Make up mini-dialogues according to the model.
Model:	A. What a big pear!
B. Is it? I’ve seen bigger pears.
or:	A. What a sweet plum!
B. Is it? I’ve eaten sweeter plums.
TEXT-BASED ACTIVITIES
Before reading the text below make sure that you can pronounce the
following words correctly:
mystery ['mistan]
foreign ['form]
tendency ['tendansi]
random ['raendam]
proportion [pra'pa:Jn]
confuse	[kan'fju:z]
southern ['sAdn]
labourer ['leibara] *
population [.pnpju'leijn]
BRITISH MEALS
Understanding British meals is one of the great mysteries
to a foreign visitor. Over the centuries, the British have shown
a tendency to name and rename their meals, and to move
them about the day in a random fashion. Further to confuse
outsiders, they give different names to each meal depending on
their social class and part of the country they live in.
Breakfast, which was once taken at 5 o’clock in the
morning, can now be at any time before 11.30. It has thus
overtaken dinner. In the 12th century, dinner was at 9 am; by
the 15th century, it had moved to 11 am; and today it can be
eaten at any time between noon and 2.30 in the afternoon and
is called lunch by a large proportion of the population espe-
cially the middle and upper classes and people from southern
Britain. Many farm labourers, however, who start work at sun-
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Essential Course
rise and have their breakfast before they go to work, still stop
for a lunch break at about 9 o’clock.
In the 14th century, supper was at 4 o’clock - which is
now called teatime. But outside the south-east of England,
working families have tea or high tea at about 6 in the eve-
ning while the rest of their fellow countrymen have dinner,
which is often also called supper, at about 7.30 pm.
(From: Anglia, 1989, No. 112)
Find in the text English equivalents for the following:
именовать и переименовывать
начинать работу с рассветом
завтракать в любое время
одна из величайших тайн
проявлять тенденцию
смутить посторонних
соотеч ественн ики
южная Британия
работники ферм
идти на работу
зависеть от
в XII веке
к XV веку
веками
FT] Answer the questions:
1.	What is one of the greatest mysteries to a foreign visitor in Britain7
2.	What tendency have the British shown over the centuries?
3.	What has been done further to confuse outsiders?
4.	What does the name of a meal depend on?
5.	When was breakfast once taken?
6.	When can breakfast be taken now?
7.	When was dinner in Norman times?
8.	When was it in the 15th century?
9.	When can dinner be eaten today?
10.	What is dinner called by a large proportion of the population?
11.	When do many farm labourers start work?
12.	When do they have breakfast and lunch?
13.	When was supper in the 14th century?
14.	When do working families outside the south-east of England have tea7
15.	What meal do the rest of the British have at 7.30 pm?
рЛ Say if the phrases below are true or false. If they are true, repeat
them. If they are false, correct them using the following:
•	That’s not right.
•	That’s wrong surely.
•	I don’t think that’s right. 1 2
•	I can’t agree.
•	I’m afraid that’s not so.
•	On the contrary.
1. Foreign visitors understand British meals very well
2. The British have never renamed their meals.
Unit III
91
3.	Names of Bntish meals depend on the part of the country the
British live in.
4.	Breakfast was once taken very early m the morning.
5.	Breakfast now should be taken before 8 am.
6.	By the 15th century, dinner had moved to 3 in the afternoon
7.	Dinner is never called lunch.
8.	People from southern Britain never have lunch.
9.	Many clerks start work at sunrise.
10.	4 o’clock is teatime in the south-east of England.
11.	Working families do not have tea at all.
12.	Sometimes dinner is called supper.
Paraphrase using the words and phrases from the text:
late tea, usually with meat or fish workers of the farms
people of one’s own country	to mislead strangers
to catch up with dinner	without any plan
when the sun’s rising	many people
EE You have just arrived in Britain. Discuss British meals with your
British friend.
ED Open the brackets using the correct forms of the verbs:
1.	The British usually (to have) three or four meals a day which
(to depend) on their social class and the part of the country
they (to live) in.
2.	Breakfast (not to be taken) at 5 o’clock in the morning now. It
(to be eaten) at any time before 11.30. Breakfast (to overtake) dinner.
3.	She just (to have) breakfast, she (not to be) hungry.
4.	We (to have) supper very late yesterday, at 9 o’clock in the evening.
5.	They always (to start) work at sunrise, so they (to get up) still
earlier
6.	Jim already (to start) work, don’t make a noise.
7.	I (not to understand) British meals. It (to be) a mystery to me.
8.	What you (to do) at the moment? - I (to have) dinner.
9.	In the 12th century dinner (to be) very early.
10.	When you usually (to have) lunch?
EE Retell the text “British Meals”.
EE Translate into English:
1.	Веками британцы переименовывают свои трапезы, а ино-
странцы не могут этого понять.
2.	Если вы посторонний, вы не поймете этих названий.
3.	Эти слова трудные, они могут смутить новичка.
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Essen tial Course
0 0
4.	Завтракать теперь можно в любое время до 11.30.
5.	Многие фермеры начинают свой день на рассвете и завтрака-
ют поэтому очень рано.
6.	Давайте сделаем перерыв на обед, я очень устала и хочу есть.
7.	Она никогда не завтракает перед уходом на работу, она зав-
тракает в 11 часов.
8.	Это зависит от того, в какой части страны вы живете.
9.	Ранний ужин с чаем («большой чай») распространен на севере
Англии и в Шотландии.
10.	Не смущайтесь, садитесь к столу, вы ведь голодны.
Compare British and Russian meals.
a) Look at the phrases and remember them:
•	to start work	• to be at work
•	to go to work	• to come from work
b)	Answer these questions:
1.	When does your mother (father) start work every day?
2.	How does she/he get to work, by metro or by bus?
3.	How long does it take her/him to get to work?
4.	How long is your mother (father) usually at work?
5.	When does she/he normally come from work?
c)	Make up a short story using the phrases given above.
Fill in prepositions where necessary:
1.	My sister has just come ... work and is going to have supper.
2.	If you get .. sunrise you have a very early breakfast.
3.	Understanding Latin grammar is one ... the great mysteries ...
him.
4.	She never has dinner ... one and the same time, she moves it ...
the day ... a random fashion.
5.	The name ... the meal depends ... your social class and part ...
the country you live ... .
6.	Jane says she never has supper late ... night.
7.	You can eat dinner ... any time ... noon and 2.30 ... the after-
noon.
8.	Let’s stop ... a lunch break, we’re hungry.
9.	Be sure to eat something ... you go ... work.
10.	The midday meal is called lunch ... many people ... southern
Britain.
11.	... the 15th century, dinner had moved ... 11 am.
12.	... the centuries they have named and renamed their meals.
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93
13.	The British are proud ... their customs and traditions.
14.	It is nice to go ... an outing ... the weekend.
15.	She doesn’t find it boring to play ... the violin.
16.	Mary is a housewife, she does all the work ... the house.
17.	The boys are so much alike! I can’t tell one ... the other.
18.	Do you find it difficult to make a career ......... business?
19.	Don’t make fun ... him, he is a sick person.
20.	Bring me a couple ... plates, I’m laying ... the table.
ES a) Here is a puzzle for you. Look at it and find names of things
that you would find on the table at mealtimes. The words may ap-
pear in any direction in the grid. One of them is done for you:
SPOON. Can you find 10 others?
DPBDRECUAS
A T S С К C V L C N L N G A I О I A E S T К C U E H P E A N	N О О P s	ALE ESS L S A E S I R A В
FAPLATEGLE
NOOVOGRAGL
FUREPPEPAT
PATKNIFERG
b) Now that you have found the names of these things, try to give their
definitions (e.g. A spoon is a tool for mixing, serving and eating
food, consisting of a small howl with a handle). Compare your own
definitions with those from dictionaries.
ЕЮ Read the text and retell it:
Tea
The English know how to make tea and what it does for you.
Seven cups of it wake you up in the morning; nine cups will put you
to sleep at night.
If you are hot, tea will cool you off, and if you are cold, it will
warm you up.
If you take it in the middle of the morning, it will stimulate you
for further work; if you drink it in the afternoon, it will relax you
for further thought. Then, of course, you should drink lots of it in
off hours.
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Essential Course
EE a) Make sentences with the help of the table:
We’d like	a few	cups of coffee napkins teaspoons eggs bananas
	a little	salt mustard honey mayonnaise
	a lot of	milk coffee pie
		cups of tea cakes
b) Mr. Brown went to a party yesterday. Say what food was served.
Use a few, a little, a lot of in each sentence.
ГР1 a) Fill in the blanks with a, some, any.
1.	A. Do you want ... sandwich?
B. Yes, I’d like ... meat sandwich.
A.	Anything to drink?
B.	Just ... lemon juice, please.
2.	A I’d like ... ice cream.
B.	... chocolate one?
A. ... ice-cream will do.
B.	Here is ... strawberry ice-cream.
3.	A. There isn’t... milk left. I’m going to the shop to buy ... .
B.	All right. Oh, we haven’t got ... cheese, either.
A. Well, I’ll get ... .
b) Make up a short conversation using some, any, a.
ED a) Pairwork. Read the conversation with a fellow student:
Mrs. Pip\ Have a biscuit!
Jenny. I don’t want a biscuit.
Mrs. Pip Have an apple!
Jenny. I don’t want an apple.
Mrs. Pip-. Have some tea!
Jenny. I don’t like tea.
Mrs. Pip'. Well then, have some coffee.
Jenny. 1 don’t like coffee either
Unit III
95
Mrs. Pip-. Try some strawberries.
Jenny: I detest strawberries.
Mrs. Pip. How about some nuts ..
Jenny: I hate nuts.
Mrs. Pip. You don’t want a biscuit or an apple. You don’t
like tea or coffee. You detest strawberries and nuts.
All right ... Starve!
b) Transform the dialogue into indirect speech.
c) Say what things you don’t want or don’t like.
EE Put the verbs in the correct form:
1	You (to be) hungry, (to sit down) to table. Mum (to bring) the
soup.
2.	Who usually (to clear) the table after supper?
3.	Please (to take away) the dirty dishes. I (to be) pressed for time
4.	I’d like (to treat) you to this apple pie. I (to hope) it (to be)
very tasty.
5.	Let’s (to have) some more mashed potatoes. I (to be) still hungry.
6.	What she (to do) now? - She (to lay) the table.
7.	Let’s (to treat) them to some juice. I (to think) they (to be)
thirsty.	,
8.	Supper (to be) ready, but she (to say) she (not to be) hungry.
9.	He (to be) thirsty? - Yes, he (to be).
10.	Let me (to take away) the dirty dishes. I (to see) you (to be)
tired.
11	Where (to be) tea? Why (not to be) tea ready? Why (not to
bring) you tea in? - It (to be) just ready, Mr. Smith I (to bring)
it now. I (to set) just the table ready
12.	Who (to do) the cooking in your big family? - Our grandmother
usually (to do) She (to like) it very much because she (to be) a
cook when she (to be) young.
EE Read the joke and retell it:
“When I serve dinner should I say, ‘Dinner is ready’ or ‘Dinner
is served?”’ the new cook asked her mistress.
“If you cook it the way you cooked it yesterday, just say,
‘Dinner is ruined,”’ said the lady of the house.
EE Fill in prepositions where necessary:
1-	Mr. Lucas was ... the kitchen drinking coffee ... my mother. The
room was full ... smoke. They were laughing but when I went ...,
they stopped.
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Essential Course
2.	We had Domestic Science today. We did baked potatoes ... the
oven ... cheese filling. My potatoes were biggei than anyone else’s
so they weren’t properly cooked ... the time the lesson ended.
3.	I cooked a big dinner ... them tonight: two poached eggs ..
beans, and tinned semolina pudding. It’s a good job. I wore the
green lurex apron because the poached eggs escaped ............... the
pan and got all ... me.
4.	My mother has not done any proper housework ... days now. All
she does is go ... work, comfort Mr. Lucas and read and smoke.
5.	Lucy rose ... six ... the next morning. She did ... the house, pre-
pared vegetables, cooked and served ... breakfast
6.	My parents are eating different things ... different times, so I
usually have six meals ... a day because I don’t want to hurt ...
anyone’s feelings.
7.	A" few minutes later, covered ... chocolate sauce ... ear ... ear, he
scraped his spoon furiously against the bottom ... the cup so that
not a drop should be wasted, and told her all ... his life .. his
French Lycee.
8.	Cody and Ezra and Jenny went shopping ... a Christmas present
... their mother.
9.	... supper she helped ... the dishes, placing each clean plate and
glass ... open wooden shelves.
10.	She rose and dressed, piled her hair .. the head the same as al-
ways, and cooked oatmeal ... the children’s breakfast.
ш Fill in articles where necessary:
1	I went down to ... dinner that night feeling that ... whole of
life had become suddenly unreal.
2.	After ... dinner I was standing by ... drawing-room window
looking out into ... garden and thinking back to ... time when 1
had seen Cynthia Murdoch.
3.	It was, I think, on ... following morning before ... lunch that ...
conversation took place which left me vaguely disquieted.
4.	As ... matter of fact, she added thoughtfully, I’ve never really
known ... difference between ... pumpkin and ... vegetable marrow
5.	Hercule Poirot put ... piece of ... sausage into his mouth and fol-
lowed it up with ... sip of ... tea. ... tea was strong and to Poirot
singularly unpalatable. ... sausage, on ... other hand, was delicious.
6.	“ ... Young people with ... healthy appetite," said Mrs. Hubbard.
“They get ... good breakfast and ... decent evening meal - 
plain food but nourishing.”
7	After ... early dinner they all went off to His Majesty’s Theatre.
8.	... deceased looked like ... hearty eater. If he had had ... big
breakfast, that would slow things up.
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97
9.	“It’s not ... blackberry jelly, sir,” he said. “It’s ... marmalade.”
10.	Mary stood for ... moment in ... hall. ... large tray with cakes on
it was standing on one of ... hall chests.
Translate into English:
I.	Папа только что пришел с работы и сейчас ужинает. Он ест
жареную картошку с рыбой и салат из помидоров.
2.	Что вы обычно едите на десерт? - Пару яблок или груш,
иногда стакан компота.
3.	Я не хочу есть этот суп, он невкусный.
4.	Не смущайтесь, скажите, что вы хотели бы на второе. - Не-
много баранины с цветной капустой или картофельным пюре.
5.	Пожалуйста, купи мне плитку шоколада и порцию малиново-
го или бананового мороженого. - Хорошо.
6.	Огурцы перезрелые, а помидоры недозрелые. Будем делать са-
лат? - Непременно, я давно не ел никакого салата.
7.	Давай выпьем кофе с молоком. - Ладно, но вообще я хочу
просто стакан апельсинового сока.
8.	Ты уже позавтракал? Тогда убери и вымой посуду. Не будь
лентяем.
9.	Ты знаешь, что приезжает тетя Энн9 - Да, я уже накрыла
стол на пятерых.
10.	Садись к столу, бабушка уже несет суп. - Какой? - Горохо-
вый. - Я не очень люблю его. - Я тоже не люблю, но давай
не обижать бабушку.
11.	Он может есть в любое время, он всегда голоден. В то же
время он худой как щепка.
12.	Ты уже вымыла посуду? Молодец!
13.	Нам бы хотелось купить корзину вишен и сварить варенье.
14.	Если у вас есть сад, то вы, конечно, выращиваете черную
смородину, клубнику и крыжовник.
15.	Хотите бутерброд с сыром? - С удовольствием. А я могу вам
предложить бутерброд с ветчиной. - Нет, спасибо.
16.	Когда ты обычно завтракаешь? - В двенадцать дня. - Почему
так поздно? - Потому что я встаю в половине двенадцатого
- Тогда переименуй завтрак в обед.
17.	Добавь майонеза в салат, он будет вкуснее.
18.	Стакан обыкновенного безалкогольного напитка содержит
около пяти столовых ложек сахара.
19.	Ешьте больше несоленых орехов и сухих фруктов, если хотите
похудеть.
20.	Старайтесь пить чай и кофе без сахара.
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Essential Course
SPEAKING PRACTICE
Before reading the dialogue below make sure that
the following words correctly:
you can pronounce
chief		recommend Lreka'mend]		Arthur Гайа]
hotel	[hau'tel]	menu	[’menju:]	salmon I'saeman]
Anderson	['aendasan]	trout	[traut]	Scotch iskntf]
Dover	f'dauva]	Manchester ['maentfastaj		
DIALOGUE
Arthur and his chief engineer, Don Anderson, went to a small town
near Manchester last week. They went on business and they had to
stay the night in a small hotel. They had to eat in the hotel, too.
Don: Can’t we eat somewhere else, Arthur? Very few hotels
like this serve good food.
Arthur. I know, but there isn’t anywhere else in this town. Be-
sides, the waiter’s coming over for our order now.
Waiter: Good evening. Would you like to order now? I can
recommend the roast beef. It’s very good.
Arthur: No, I'm afraid I don’t like roast beef. Let me see ...
What else have you got on your menu? You order first,
Don.
Don: All right. Roast beef for me, please. But I don’t want
any potatoes. I’m trying to lose some weight.
Arthur: I think I’d like some fish. Yes, some Scotch salmon,
please.
Waiter: Er ... I’m afraid we haven’t got any salmon this even-
ing, sir. The roast beefs really very good indeed, sir.
Arthur: No. If I can’t have any salmon, I’d like some trout.
Waiter: I’m terribly sorry, sir, but I’m afraid we ... er ...
Arthur: You mean you haven’t got any trout, either!
Waiter: No, sir. I’m afraid not, sir.
Arthur: Well ... hmm ... I suppose you have some Dover sole,
then?
Waiter: Dover sole? Did you say Dover sole, sir?
Arthur: Yes, that’s right, I’d like some Dover sole with some ...
Waiter: There’s very little good Dover sole on the market at this
time of the year, sir. Our roast beefs much better!
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99
Arthur. I’m sure it is, but I don’t like roast beef. I’d still like ...
Waiter. Try the roast beef, sir.
Arthur: Why? I don’t like roast beef! I never eat roast beef! In
fact, I hate roast beef.
Waiter: Well ... I’m afraid we haven’t got anything else, sir.
Find in the dialogue English equivalents for the following:
ты заказывай первым	официант	худеть
обслуживать, подавать	в продаже	форель
поехать в командировку	заказывать	камбала
остановиться на ночь в ма-	быть в меню	лососина
леньком отеле
ЕЕ Answer these questions:
1	Why did Arthur and his chief engineer go to a small town near
Manchester last week?
2.	Where did they stay the night?
3.	Where did they have to eat?
4.	Were there many places in that town where good food was served?
5.	What did the waiter recommend them?
6.	Arthur asked roast beef, didn’t he?
7.	What was Don Anderson going to take?
8.	„Why couldn’t Arthur have Scotch salmon?
9.	Why couldn’t the waiter bring Arthur trout?
10.	How did the waiter explain the absence of Dover sole on their
menu?
11.	Was there anything on the menu besides the roast beef?
EE Say if the phrases below are true or false. If they are true, repeat
them. If they are false, correct them using the following:
•	I don’t think it’s right.	• On the contrary.
•	No, it’s wrong.	• I’m afraid it isn’t so.
•	Not at all.
1.	Arthur and Don Anderson went to a small town for enjoyment.
2.	They had to stay the night at their friends’.
3.	They didn’t have to eat in the hotel.
4.	Don Anderson remarked that they usually didn’t serve good food
at hotels like that.
5.	Arthur said there were a lot of places where they could have a
meal in that town.
6.	The waiter said there was good roast beef on the menu.
7.	Arthur ordered the roast beef but Don Anderson refused to have it.
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Essential Course
8.	Don Anderson was trying to put on some weight
9.	The waiter assured Arthur that he could have both Scotch
salmon and trout.
10.	Arthur liked Dover sole.
11.	The waiter said he would bring Dover sole at once.
12.	Arthur agreed to have roast beef in the end.
Paraphrase using the words and phrases from the text:
to be a guest at a hotel for a time to become thinner
a list of dishes in a meal	for sale
to ask for something to be brought in this season
in return for payment	to offer food for eating
31 Fill in the blanks with the pronouns some, any, anything, somewhere,
anywhere:
1.	We can’t eat ... else.
2.	Can we eat ...?
3.	They haven’t got ... salmon on the menu today.
4.	He says he is trying to lose ... weight.
5.	Are you trying to lose ... weight?
6.	If I can’t have ... peaches, I’d like ... apricots.
7.	Have you got ... tasty on the menu?
8.	Can’t you have a meal ... else? - I’m afraid there isn’t ... else in
this village.
9.	Is there ... soup for dinner today?
10.	I’d like ... mashed potatoes with ... meat to begin with - Sorry,
we haven’t got except hot tea on the menu
EE Transform the dialogue into indirect speech. Vary the reporting verbs
(to ask, to wonder, to want to know, to remark, to greet, to agree, to ob-
ject, to murmur, to be in doubt, to hesitate, to suppose, to tell, to say).
Model: Don wonders if they can eat somewhere else, as there are
very few small hotels that serve good food.
Щ Retell the conversation in the person of: a) Arthur, b) Don Anderson,
c) the waiter.
Translate the word combinations into English paying special attention
to the prepositions:
по делу	за обедом	с работы	зависеть от
в отеле	на первое	на работе	в это время года
в меню	на работу	на рассвете	отправиться в боль-
на десерт	за столом	в продаже	шой город
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ГП Translate into English in writing:
1.	Разве мы не можем поужинать в шесть часов?
2.	Разве мы не можем пообедать пораньше?
3.	Разве ты не можешь позавтракать вовремя?
4.	Здесь очень хорошо кормят.
5.	В этом кафе плохо кормят.
6.	Официант уже идет к нашему столу.
7.	Неужели официант не может подойти к нашему столу?
8.	Мне бы хотелось заказать обед. Что вы можете порекомендо-
вать?
9-	Что у вас в меню?
10.	Я вижу, что у вас в меню есть ростбиф, но я предпочитаю
бифштекс.
11.	Я не хочу картошки, дайте мне, пожалуйста, салат из моркови.
12.	Хотите картошки? Боюсь, что у нас больше ничего нет.
13.	Мне бы хотелось немного лососины - У нас сегодня нет в
меню лососины. Возьмите форель, она очень свежая.
14.	Что вы предпочитаете, форель или камбалу? - Форель, она
вкуснее.
15.	В это время года в продаже мало рыбы.
16.	В продаже много капусты в это время года?
17.	Она никогда не ест мяса, она говорит, что предпочитает рыбу.
18.	Дайте мне попробовать яблоко из вашего сада. Да, ваши йб-
лрки гораздо лучше наших. Наши слегка горчат.
19.	Пришло лето, ешьте больше овощей и ягод.
20.	Давайте купим арбуз на десерт. Говорят, они в этом году
сочные и сладкие, слаще, чем в прошлом году
a)	Look at the table and make up questions:
have you got on the menu7
would you like to have for dessert?
What else	is there on the table?
can you recommend?
shall we order?
can do the job?
Who else	did you see there?
is going to have supper with us?
can I have a meal?
Where else	can we stay the night7
is it possible to buy fish7
b)	Make up short conversations with your partner using the questions
beginning with What else, Who else, Where else.
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Essential Course
ГЯ Fill in prepositions where necessary:
1	I had to hurry ... home ... Kensington so as not to be late
dinner.
2.	... a silver dish the Christmas pudding reposed ... its glory.
3	Gently, Hercule Poirot attacked ... his portion ... pudding He ate
a mouthful. It was delicious! He ate another. Something tinkled
faintly ... his plate He investigated ... a fork
4.	The laughter went ... . Nobody noticed that Mr. Poirot carelessly,
as though thinking ... something else, had dropped the red stone
... his pocket.
5	“Good morning,” she said, as the two men took their seats ... a
corner table, “You’re lucky today - turkey stuffed ... chestnuts -
that’s your favourite, isn’t it?”
6.	He sat down .. the same table which he had shared ... Bonning-
ton. The girl who served ... him was not Molly.
7.	Scarlatti’s was the neighbourhood’s one formal elegant eating
place. It served only supper, mostly ... people ... better parts ...
the city.
8	Men .. dirty aprons were rushing ... the kitchen.
9.	“Maybe you could invite me ... your restaurant ... supper,” Jane
told ... Ezra.
10.	... the chilly light ... the window, the restaurant seemed empty.
One long table was covered ... white linen, set ... crystal and
china.
11	... a late supper they had gone .. bed and slept ... it was time ...
breakfast ... nine o’clock ... the morning.
12.	Teatime ... the kitchen was often a social reunion. Jane had in-
numerable friends and one or two ... them dropped ... nearly
every day. Trays ... hot cakes came ... the oven.
ГП a) Read the dialogue with a fellow student paying special attention to
italicized words:
AT A RESTAURANT
John. How is your beef7
Mr. Smith'. It’s fine. Very tender. My meal is very well cooked. I
must remember the name of this place. How’s your
lunch?
John. It’s delicious. The vegetables are especially tasty, not
undercooked but still firm and with a bite', you know?
But you are not eating any bread Nothing wrong with
it, is there?
Mr. Smith: No, no. It’s just as I like it - fresh and with a lovely
chewy texture. And the beer has a good rich flavour too.
Unit III
103
John-. What about a pudding now, and a coffee to finish? I
love the old-fashioned English dishes they do here.
You know the sort of thing, with lots of thick, smooth
custard.
Mr. Smith: No, I don’t think I will, thank you. I’ve had quite
enough of this delightful food - to eat any more would
just be greedy.
(From: Anglia, No. 86, 1983)
b)	Answer the questions using the italicized words from the conversation:
1.	What do you say if you are having beef and you like it?
2.	How should vegetables be cooked to be delicious?
3.	What bread do you like?
4.	What puddings do English people like?
5.	What do you say if you like the food you are eating?
c)	Here are the antonyms of the words which are italicized in the dia-
logue “At a Restaurant”. Reread the conversation so that it sounds
highly critical of the meal:
awful; tough; badly cooked; disgusting; tasteless; overcooked; soft;
mushy; stale; with a texture like cotton wool; a poor, watery flavour;
thin, lumpy; appalling
d)	.Translate the word combinations into Russian. Then use them in sen-
tences of your own:
a badly-cooked meal; tough mutton; disgusting lunch; tasteless
vegetables; overcooked carrots; soft and mushy beets; stale bread; wa-
tery milk; thin, lumpy custard; appalling food
e)	Imagine that you’ve come to a cafe or a restaurant. One of you
likes the food, the other doesn’t. Discuss your dinner using the words
from the dialogue “At a Restaurant”.
S3 a) Read the following conversation. Pick out as many useful expres-
sions about meals as you can:
- May I have some bread?
- Of course, you may.
- And some butter.
- I don’t know if there’s any butter in the house. There may be
some in the kitchen.
- I adore bread and butter, don’t you?
- Rather. But we eat very simply here. I hope you won’t mind.
- Oh, no, I like my food very plain. As long as I can have
bread and butter and potatoes and cream I'm quite happy
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Essential Course
- It’s such a pity we can’t get cream here. Have a pear, please.
It is delicious. Then I’ll serve coffee.
- The pear isn’t sweet enough, pass me the bowl with powdered
sugar.
-You have a sweet tooth. Don’t you ever think of your figure9
- The doctor says I must eat.
- Does he say you must eat bread and butter and potatoes and
cream?
- Yes.
- You’ll get simply enormous.
- No, I shan’t. You see, nothing ever makes me fat.
b) Read the conversation again. Complete the sentences trying to re-
member the exact phrases from the conversation:
May I have .	?	I don’t know if there is ..	., I adore
We eat ...		I like my food ... .	
Have ... .		It is ... .	
I’ll serve... .		Pass me ... .	
You’ll get...		Nothing ever makes me ..	
c) Act out the conversation with a partner.
Look through the conversation below and continue it:
Mrs Browtv. Lucy, John will be here tomorrow.
Lucy. Yes, mother, I’ll see the room is prepared.
Mrs. Brown: He’ll arrive in the morning before lunch. I expect
he’ll be hungry.
Lucy: I bet he will. Roast beef, do you think? And per-
haps treacle tart?
Mrs. Brown: John is very fond of treacle tart.
Lucy: .......
Mrs. Brown: ........
Fill in prepositions where necessary:
1.	I am thirsty. Put the kettle ..., please. - I obey ... pleasure.
2.	If you can’t cook open a tin ... soup.
3.	I like to have a glass ... milk ... going ... bed.
4.	Switch .. the fire, it is very cold ... the room.
5.	You can have what you like ... dinner.
6.	I’m watching this programme because it happens to be ... .
7.	Let me cook something ... you.
8.	Lunch is a meal the English have ... the middle ... the day.
9.	What would you like ... the second course?
10.	I like the bread - it’s fresh and ... a lovely chewy texture.
Unit III
105
11.	He says he has had enough ... this delightful food.
12.	Pass ... me the bowl ... sugar, the strawberries are not sweet
enough.
13.	The English are fond ... puddings.
14	Tell her to put the pan .. the oven.
15.	The dish is ready, take it ..... the oven, please.
a)	Read the dialogue thoroughly, copy out all the phrases that may
come in handy when discussing meals.
Mary. If you came in to help I’d rather you helped. Here -
turn all these potatoes over so that they brown on the
other side.
Bryan'. I obey with pleasure.
Mary. Now put the pan in the oven. Here, take the cloth.
Bryan: Oh!
Mary: Burned yourself?
Bryan: Just a bit. It doesn’t matter. What a dangerous game
cooking is!
Mary: I suppose you never do your own cooking.
Bryan: As a matter of fact I do - quite often. But not this sort
of thing. I can boil an egg - if I don’t forget to look at
the clock. And I can do eggs and bacon. And I can put
a steak under the grill or open a tin of soup.
b)	” Retell the dialogue in the person of Mary.
c)	Say whether you ever do your own cooking.
d)	Look through the list of dishes and say which you can cook:
fish and chips
whipped cream with strawberries
tomato and cucumber salad
scrambled eggs
beefsteak
pancakes
raspberry jam
noodle soup
roast turkey
pudding
omelette
marmalade
Which of the dishes do the
English prefer? Which of them do you like?
a)	Look through the text, insert the necessary articles:
He went into ... kitchen and put on some potatoes to boil He
liked ... potatoes. He opened ... tin of ... ham, and when . . potatoes
were almost ready, he made ... soup out of ... packet. At ... table in
his sitting-room he drank ... soup out of ... mug, ate ... ham and
potatoes and finished up with ... slice of ... ginger cake He drank
little red wine mixed with ... water.
b)	What do you think of the man having a meal like that? Is he mar-
ried or unmarried? Give your reasons.
106
Essential Course
a) Read this dialogue. The remarks of the speakers are mixed up.
You should think a little and write the dialogue down correctly.
-	Mushroom soup out of a tin, I suppose?
-	Half a pound of mushrooms, chicken stock, milk, some but-
ter and flour, and lemon juice.
-	I did.
-	Out of what?
-	Certainly not. I made it.
-	Who cooked the dinner?
-	Mushroom soup. Chicken and rice.
-	And what was it? In detail.
b) After you’ve written down the dialogue, think of a similar one of
your own.
ГП Fill in the blanks with prepositions or adverbs:
1.	We’ll take her a bunch ... flowers and a box ... chocolates ...
soft centres.
2	He was not looking ... the letter, he was looking ... the toast-
rack.
3.	... dessert there was vanilla ice-cream that Clothilde had made
... that morning, and hot chocolate sauce.
4.	Axel Jordache put the goose .......... the	table ... satisfaction. He
had spent all morning ... preparing ... the meal. He carved the
bird roughly, but competently, and set ... huge portions ... all
He had bought two bottles ... Riesling and he filled all their
glasses. He raised his glass ... a toast. "... my son Rudolph, ...
his birthday,” he said.
5.	... dinner they talked ... the wedding.
6.	Clothilde came ......... Thomas’s	bacon and eggs. When he fin-
ished breakfast Thomas stood ... .
7.	Perkins took ... the fish dishes and served some chops and
baked potatoes.
8.	... eleven o’clock they sat ....... strong	tea and biscuits ... the
kitchen
9.	They had decided to live simply ... bread and cheese and salads
... olives and the plentiful fruit ... the season, figs and melons
and warm golden apricots.
10.	We get awful meat ... school, all dried ... .
11.	His breakfast consists ... a sandwich and a cup ... coffee ...
milk.
12.	She sipped noisily ... her cocoa.
13.	He said the turkey was a little fatty ... his taste.
Unit III
107
и a) Read and translate the following sentences, paying special attention
to the words and phrases referring to the topic “Meals”:
1.	Crystal got up and began to warm our supper and put it on
the table (scrambled eggs and baked beans, followed by stewed
apples and cream).
2.	On Tuesdays supper was always the same. It consisted of
tinned tongue with instant mashed potatoes and peas, followed
by biscuits and cheese and bananas.
3.	He sipped noisily at his coffee.
4.	Rudolph ate the goose delicately. It was a little fatty to his
taste.
5.	Mrs. Thompson was rolling some pastry when I went down-
stairs.
6.	“Florence always made the most delicious tea cakes,” said Miss
Marple.
7.	She sat down and began to peel mushrooms.
8.	In her bicycle basket there was milk, eggs, coffee, tomatoes,
cheese, olives, the day’s bread.
9.	There were tiny cucumber sandwiches and others filled with
egg, cream crackers spread with shrimp paste, hot buttered
scones, home-made cherry jam, delicious short-bread biscuits.
She had also made a huge pot of tea Mrs. Fairley preferred
10.	As for what he ate, it was the same as everybody else had.
Soup, grilled sole, pheasant and chipped potatoes and chocolate
souffle.
11.	I suppose she’s used the onions and carrots we had in the
vegetable rack. I thought I could smell carrots.
12.	He said that they had eaten tinned beef, together with rice and
tinned peas.
b)	Translate the following phrases into English	in writing:
	на мой вкус утка жирновата печь самые вкусные торты консервированная свинина горячие ячменные лепешки домашний джем из крыжовника чувствовать запах чеснока печенье из песочного теста картофель, жаренный тонкими ломтиками	разогреть обед печеный картофель грушевый компот чистить картошку растворимый кофе сухое печенье спелые бананы потягивать лимонад
c) Make up and write down 10 sentences of your own with the phrases
from (b).
108
Essential Course
EQ a) Read the short text, write out all the unknown words and trans-
late them:
There were hot buttered scones, thin slices of bread and butter,
home-made strawberry jam, clotted cream, wafer-like sandwiches of
cucumber, tomatoes, and smoked salmon, sweet biscuits, and a fruit
cake decorated on the top with almonds. It was a real old-fashioned
Yorkshire tea.
b) Answer these questions:
1.	In what part of Great Britain is Yorkshire situated?
2.	What is real Russian tea? What dishes should be put on the table?
ГП a) Translate the text into Russian with the help of a dictionary.
EATING OUT
Eating out? London offers something for everyone, rich and
poor. At the top end of the scale are some of the finest and
grandest eating places in Europe, such as the Connaught ['knna:t|
Hotel. There you will find a warmly panelled room, fastidious wait-
ers and superb French and English cuisine. The Chef is famous and
the restaurant must be treated with respect - no open-necked shirts
or trouser-suits here. You must also be rich enough not to worry
about the bill.
The working Londoner often thinks more of his beer than his
food. Many cheap cafes offer the same monotonous menus of
“meat and two vegs”, “fish and chips”, “beans on toast”. But if
you search away from the busy main streets you can find all kinds
of places that are highly popular, not only for their price or con-
venience, but for their food.
The traditional fish and chip cafe is hard to find now in cen-
tral London It has been superseded by Amencan-style fried chicken
and hamburger bars. But you can still find them. There is no decor
or table service. But the service is quick and the place clean.
In the city of London are many lunch places. A fixed menu of
three courses may cost less than a starter at one of the grander es-
tablishments. There is a cheerful waitress calling “love” or “dear”
to her regulars. The food can be unexcitingly English: steak-and-
kidney pie, spotted-dick, roly-poly pudding and custard. But at least
the service is quick and the bill modest.
(From: London Life by Sandra Alfry, 1978)
b) Write or speak about eating out in your native town.
Unit 111
109
a)	Read the recipe for southern-fried chicken:
flour for coating
salt and pepper
1 - 1 '/2 teaspoons grated
nutmeg
4 chicken pieces
5 tablespoons milk
oil for shallow frying
parsley sprig to garnish
Season the flour with a little salt,
a generous amount of pepper and
the nutmeg. Dip the chicken pieces
into the milk, then coat thoroughly
with flour. Dip into the milk again,
then coat again with flour.
Pour oil into a deep frying pan
to a depth of about 2.5 cm. Heat
the oil, then add the chicken pieces
and fry for 20 minutes, turning
once. Drain well. Garnish with
parsley and serve hot or cold with
a salad Serves 4.
b)	Suggest a recipe of your own, write it down.
ш Match the vegetables and fruit below with their common nicknames:
1.	Kiwi fruit
2.	Tomato
3.	Aubergine
4.	Courgette
a.	Chinese gooseberry
b.	Zucchini
c.	Love apple
d.	Egg plant
но
Essential Course
ш Why not read a poem? Do read this one! You are sure to enjoy it.
If you really like it, learn the poem by heart.
FRUIT SALAD
Sitting in a fruit bowl,
An apple and a plum
Decided to get married
And they had to tell her mum;
But when they plucked up courage,
Her mother had a fit,
Her father said, “She’s much too young;
I think you’d better split.”
The apple bought a ladder,
He wept and prayed and hoped;
And then one stormy evening,
The pair of them eloped.
They caught a bus to Moora
And took a train from there,
Then flew across to Melbourne
To live with his Aunt Pear.
For weeks they were so happy;
They swam down at the beach,
But then their life was shattered;
He ran off with a peach.
And plum, though broken-hearted,
She didn’t sit and rot;
She boarded out the children,
And wed an apricot.
Answer to crossword puzzle on p. 74:
I. apartment; 2. cottage; 3. chalet; 4. hotel; 5. home; 6. room; 7. bun-
galow; 8. bedsit; 9. palace; 10. hut; 11. divan; 12. mansion; 13. tent.
UNIT IV
“The time has come,” the Walrus said,
“To talk of many things:
Of shoes - and ships - and sealing wax
- Of cabbages - and kings ...
L. Carroll. Through
the Looking-Glass and
What Alice Found There
LET'S GO SHOPPING
GRAMMAR EXERCISES
Before you start doing the exercises make sure that you remember
how to handle:
• the degrees of comparison of adjectives,
eg. You look five years younger in this dress.	.
It’s the best thing I’ve ever bought.
• The wind is severer today than yesterday,
- or: The wind is more severe.
Is he older than you?
But: He is my elder brother.
• the Past Continuous Tense,
eg. The girl was trying on a new smart blue suit.
When I entered the shop, the shop-assistant was showing
her a set of handkerchiefs.
What were you doing at 11 o’clock last night? - I was
knitting a new sweater.
Ann burnt her hand while she was ironing the linen.
• the Past Perfect Tense,
e.g. The salesman told the girl that someone had already
bought those shoes.
He said he had done all the shopping for the weekend.
When she looked into the fitting-room Mary had already
taken off the coat, she was putting on her old jacket.
112
Essential Course
Q a) Write the degrees of comparison of the adjectives as in the model:
Model', nice - nicer - nicest
tiny - tinier - tiniest
red - redder - reddest
careful - more careful - most careful
big	tidy	cool	heavy	thin	thick
narrow	good	bad	difficult	easy	tall
cold	hot	funny	beautiful	cheap	dirty
clean	sweet	far	expensive	blue	fat
b) Transcribe all the above adjectives in the comparative and superlative
degrees.
Q Open the brackets using the adjectives in the comparative degree:
1.	So now I know where Pandora lives. I had a good look at the
house. It is much (big) than ours.
2.	Do you see how the red of the apple is touched by yellow? And
do you see where the yellow becomes (bright), just at the side?
3.	“What’s he like nowadays?” said Mrs. Oliver. “A good deal (old)
than he was,” said Poirot. “Naturally,” said Mrs. Oliver, “what
else would you expect? Is he (deaf) or (blind) or (fat) or (thin)T
4.	His father had grown (grey) and (quiet) after his wife’s death.
5.	Perhaps it would have been (wise) if she had kept him by her side.
6.	She always chose the (old) men.
7.	The sofa and chairs were covered in a floral chintz that had once
been vivid and colourful but had long ago faded into (soft) tones.
8.	Sarah saw him bend his head slowly in agreement and knew that
he had agreed to stay against his (good) judgment.
9.	“Funny,” said the mechanic again with a (deep) interest.
10.	Look, let’s find a (good) place to sit down. It’s too dark here.
11.	Marijohn was the child of a deceased (young) brother of his.
12.	I don’t really think he is much (selfish) than he was, perhaps
rather (thoughtless) and inconsiderate.
0 Open the brackets using the adjectives in the superlative degree:
1.	Jon flung himself down in the (near) armchair.
2.	“Rudolph was the (bright) pupil I ever taught,” Miss Lenaut said
3.	She rushed to Mrs. Oliver who was the (near) person.
4.	Perry and Meggy soon found themselves jammed into the narrow,
dark room that was perhaps the (noisy) place in Paris.
5.	Antoine was the (famous) hairdresser in the world. Twenty years
before he had invented bobbed hair.
6.	“This porch is always the (cool, sweet) place,” said Harlan.
Unit /Г
113
7.	“Have a lovely wedding, won’t you?” she said acidly in her (soft,
sweet) voice.
8.	I thought it was the (good) way of showing I was on your side.
9	The (bad) thing possible happened - Eve had heard I was back
from St. Ives.
10.	Max started to expound the virtues of his (late) car.
11.	I am reading “Crime and Punishment”. It is the (true) book 1
have ever read.
12.	I’ll make you the (famous) correspondent in town.
13	It was the (dangerous) thing that could have happened.
14.	He pretended he hadn’t the (faint) idea what I was talking about.
15.	Her (small) suitcase was on the floor of the cupboard.
16.	If you leave Jon now it would be the (bad) thing you could pos-
sibly do.
E Translate into English in writing:
1.	Он говорит, что это самое вкусное блюдо, которое он когда-
либо пробовал.
2.	Мне бы хотелось снять квартиру получше. Эта слишком тем-
ная и неуютная.
3.	Это самый маленький коттедж, который я когда-либо видел.
4.	Она считала, что у него самые голубые в мире глаза.
5	Иди в самый дальний угол сада и сорви самый крупный пер-
сик. Я знаю, что ты очень любишь персики.
6.	Ты располнела. Ты ешь слишком много сладостей.
7.	Он более эгоистичен, чем его брат.
8	Возьмите вон тот стул, он более удобен, чем этот.
9.	Вам следует быть внимательнее к людям.
10.	Это самый большой дом на окраине нашего города. И самый
некрасивый, по-моему.
11.	Покажите, пожалуйста, сумку подороже.
12.	Мы только что купили пылесос. Он был самый дешевый в
магазине.
13	Он стал хуже видеть и слышать, мне его жаль.
14.	Эта леди - самое хитрое существо, какое я когда-либо встречал.
15.	У Эркюля Пуаро были длинные усы, которыми он страшно
гордился.
16.	Дай мне грушу поспелее.
17.	Кто выше - вы или ваш отец? - Отец. Он самый высокий из
всех родственников.
18.	Ваша квартира лучше моей.
19.	Ее ответ гораздо хуже вашего.
20.	Наш сын более робкий, чем их. Мы должны помочь ему
быть более общительным.
114
Essential Course
2	Add already, yet, still or always as appropriate:
1.	At 11 o’clock this morning Tom was ... in bed.
2.	Although he is only four years old, he can read quite well ... .
3.	Ann was ... working when Nick went to bed, but at seven
o’clock she was ... up again.
4.	She ... used to get up at five in the morning, and she ... does.
5.	I phoned her just now, but she isn’t back ... .
6.	You had breakfast only an hour ago. You can’t be hungry ...
7.	Is John ... here? - No, he’s ... gone to school.
8.	I’ve had your book for two weeks ..., but I haven’t read it ...
3	Change the order of words to form 8 complete sentences. Write down
the sentences.
1)	not of enough got pair I buy shoes to have money a;
2)	hardly had up when loudly phone rang the he got;
3)	morning by school to bus in goes usually the he;
4)	certainly well very play she piano the can;
5)	Peter neither knows nor best station to way the John;
6)	surely enough understand the old problems are to;
7)	yet to we Oxford been not have new Street in shop the;
8)	ordered policeman the car not man to the move his.
] Open the brackets using the verbs in the correct tenses: the Past In-
definite Tense, the Past Continuous Tense or the Past Perfect Tense:
1.	My suitcases (to be) in the hall where I (to leave) them yesterday.
2.	The house (to be) quiet and she supposed everyone else still (to sleep).
3.	I (to look) at my watch and (to find) that in the composition of
the letter a long time (to pass).
4.	When she (to awake) the sun (to shine) through the curtains.
5.	I (to see) her to the front door and (to close) it immediately af-
ter her as soon as she (to step) outside it. I (to go) back into
the flat, into the sitting-room, and (to close) the door. The room
(to be) sweet with heavy dusty sun light. Her chair (to be) where
it (to be). She (to leave) her copy of Hamlet behind on the table.
6.	Charles still (to sit) in his study and (to think) of the past when
there (to be) a soft knock on the door.
7.	Decima and Charles (to be married) well over two years before
an invitation came.
8.	After he (to breakfast) the next morning, he (to go) into the open
lounge in the hotel lobby and (to sit) down with a newspaper to
wait for Justin to arrive. Ten o’clock (to come). Then half past.
Perhaps he (to change) his mind and (to decide) not to come.
9.	By the time I (to finish) writing this letter I (to find) that 1 (to
be) tired.
Unit IV
115
10.	Charles Mannering {to sit) in his study which (to face) east to
the mountains, and (to think) of his wife. On his desk in front
of him (to be) a portrait of Decima on her wedding-day, and af-
ter a while he (to take) the frame in his hands and (to stare) at
the picture for a long time. It (to be) hard to believe it (to be) a
mere two and a half years since he first (to see) her.
11.	It (to be) eleven o’clock when Justin (to arrive) back at Consett
Mews. His grandmother, who (to write) letters in the drawing-
room, (to look) up, startled by his abrupt entrance.
12.	It (to be) dark on the road but fortunately the mechanic (to
have) a torch and (can) see what he (to do).
[3 Open the brackets using the verbs in the right tenses:
Boylan (to come) into the room. He (to carry) a little overnight
bag and a pair of mahogany-coloured moccasins. “(To try on) these,
Rudolph,” he (to say).
The moccasins (to be) old but beautifully polished, with thick soles
and leather tassels. They (to fit) Rudolph perfectly. “Ah,” Boylan (to
say), “you (to have) narrow feet, too.” One aristocrat to another.
“I (to bring) them back in a day or two,” Rudolph (to say), as
they (to start) out.
“(Not to bother)," Boylan (to say). “They (to be) old as the hills. I
never (to wear) them.”	•
VOCABULARY
Kinds of clothes Виды одежды
dress - платье
summer dress - летнее платье
party dress - выходное платье
evening dress (long dress for wom-
en, black clothes and black or
white bow tie for men) - ве-
чернее платье (длинное для
женщин, черный костюм для
мужчин с черным или белым
галстуком-бабочкой)
suit (worn by men and women) -
костюм (носят мужчины и
женщины)
man’s single-breasted suit - муж-
ской однобортный костюм
trouser suit - брючный костюм
track suit - тренировочный кос-
тюм
jump suit - комбинезон
blouse - блузка
shirt - рубашка
T-shirt - майка
skirt - юбка
full skirt - широкая юбка
pleated skirt - юбка в складку
culottes - юбка-штаны
116
Essential Course
jacket - пиджак, жакет
blazer - блейзер
pullover - пуловер
jersey - вязаный жакет; фуфайка
cardigan - кардиган (джемпер с
застежкой на пуговицах, без
воротника)
trousers - брюки
jeans/denims - джинсы
shorts - шорты
corduroys (cords) - вельветовые
брюки
night-gown - ночная рубашка
dressing gown - халат
pyjamas - пижама
coat - пальто
winter coat with fur-trimmed collar
and cuffs - зимнее пальто с
меховым воротником и ман-
жетами
trench coat — шерстяное или х/б
пальто с погончиками и ман-
жетами
fur coat - шуба
duvet coat - стеганое пальто
double-breasted coat - двубортное
пальто
anorac - анорак (теплая куртка
на молнии с капюшоном)
parka — парка (штормовая
куртка с капюшоном)
Names of articles of clothes - Названия предметов о ежды
socks - носки
gloves - перчатки
knee-length socks - гольфы
mittens - варежки, рукавицы
stockings - чулки
tie - галстук
tights - колготки
bow tie - галстук-бабочка
woollen tights - шерстяные кол-
готки
underwear - белье
scarf - шарф
vest - майка
kerchief - платок, косынка
slip - комбинация
handkerchief - носовой платок
brassiere (bra) - бюстгальтер
hat - шляпа
briefs - трусы
broad-brimmed hat - широкопо-
лая шляпа
cap - кепка
beret - берет
Footwear - Обувь
boots - ботинки
high boots - сапоги
winter boots — зимние ботинки
men’s/ladies’ boots -
мужские/женские ботинки
Wellington boots (wellingtons) -
1) высокие сапоги 2) резино-
вые сапоги
shoes — туфли
sports shoes - спортивные туфли
tie/laced shoes - туфли на шнур-
ках
walking shoes - повседневные
туфли
high-heeled shoes - туфли на вы-
соких каблуках
low-heeled shoes - туфли на низ-
ких каблуках
Unit IV
117
stiletto shoes - туфли на «шпиль-
ках»
platform shoes - туфли на «плат-
форме»
training shoes (trainers) - крос-
совки
tennis shoes — теннисные туфли
moccasins - мокасины
rubber-soled - на каучуковой по-
дошве
clogs - сабо
sandals - босоножки
court shoes/best shoes - выходные
туфли
slippers - домашние тапочки
mules - домашние тапочки без
задников
open-toe mules - домашние та-
почки без задников и с от-
крытым пальцем
Parts of clothes and shoes:
collar - воротник
frill - оборка
stand-up collar - стоячий воротник
pocket — карман
patch pocket - накладной карман
turndown collar - отложной во-
ротник
hip pocket - боковой карман
sole - подошва
sleeve - рукав
shoe buckle - пряжка на башмаке
puffed sleeve - рукав-фонарик
lace trimming - кружевная отделка
batwing sleeve - рукав «летучая
мышь»
decorative stitching - декоратив-
ная строчка
belt - пояс
button - пуговица
zip - застежка-молния
Names of materials clothes and shoes are made of:
cotton - хлопчатобумажная ткань
tweed - твид
cotton print - набивной ситец
flannel - фланель
satin - атлас
nylon - нейлон
cloth - сукно
polyester — полиэстер
acrylic fabric - акриловое волокно
velvet - бархат
leather - кожа
corduroy - вельвет
suede - замша
silk - шелк
felt - фетр
Textiles may be:
checked - клетчатые
flowery or flowered - в цветочек
polka-dot - в горошек
with floral design - с рисунком в
цветочек
spotty - пестрые
striped - полосатые
plain (without any pattern) - глад
кие (без рисунка)
118
Essential Course
'You can see these things in a jewellery department:
ring — кольцо
wedding ring - обручальное
кольцо
diamond ring with pearls - брил-
лиантовое кольцо с жемчужи-
нами
signet ring - кольцо с печаткой
earrings — серьги
studs — клипсы
bracelet — браслет
coral/ivory necklace - коралловое
ожерелье/ожерелье из слоно-
вой кости
silver/gold chain - серебряная/зо-
лотая цепочка
brooch - брошь
cuff-links - запонки
charm - брелок
pendant - подвеска
a set of jewellery - набор юве-
лирных украшений
gem stones: emerald, sapphire
ruby, amethyst, jade - драго-
ценные камни: изумруд, сап-
фир, рубин, аметист, нефрит
Be sure that you know the names of shops and departments in
a department store.
shopping centre - торговый центр
grocer’s — бакалея
supermarket - супермаркет
greengrocer’s — овощной магазин
ready-made clothes - готовая
одежда
butcher’s — мясной магазин
footwear department - обувной
отдел
baker’s — булочная
millinery/hat department - отдел
шляп
fishmonger’s - рыбный магазин
knitted goods/knit wear - трикотаж
leather goods - кожаные изделия
confectioner’s - кондитерский ма-
газин
textiles hosiery/socks and stockings -
чулочно-носочные изделия
florist’s - цветочный магазин
tobacconist’s - табачный магазин
cosmetics - косметика
chemist’s (shop) - аптека
second-hand shop - комиссионный
магазин
dairy - молочная
bookshop - книжный магазин
jewellery - ювелирные изделия
pet shop - зоомагазин
stationer’s - писчебумажные то-
вары
market - рынок
household goods — хозяйственные
товары
Wearing clothes:
to put smth on - надевать что-л.
to have smth on - быть одетым
во что-л.
to wear smth - носить что-л.;
быть одетым во что-л.
to take smth off - снять что-л.
fitting-room - примерочная
to suit smb - идти (об одежде),
быть к лицу
to try smth on - примерять что-л.
to become smb - идти (об одеж-
де), быть к лицу
to fit smb - быть впору, по раз-
меру
Unit IV
119
to be dressed in smth - быть оде- to be dressed in one’s best - быть
тым во что-л.	одетым по-праздничному
These phrases will help you to talk on fashion:
in fashion — в моде
out of fashion - не в моде
fashionable - модный
old-fashioned - немодный, старо-
модный
to come into fashion - входить в моду
to be the latest fashion - быть
самым модным
to be all the rage - быть послед-
ним криком моды
the latest spring styles - самые
модные весенние фасоны
to be stylishly dressed - быть
модно одетым
to dress in the latest fashion -
одеваться по последней моде
to go out of fashion - выйти из
моды
fashion show - показ моделей
одежды
Spending money:
How much is the dress? - Сколь-
ко стоит платье?
How much are the shoes? -
Сколько стоят эти туфли?
What’s the price of this suit? -
Сколько стоит костюм?
What 'does it cost? - Сколько это
стоит?
at reduced prices - по сниженным
ценам
to pay for smth- платить за что-л.
to pay in cash - платить наличными
to be in debt - быть в долгу
to pay by credit card - платить c
помощью кредитной карточки
to spend money on smth - тра-
тить деньги на что-л.
to rise in price - подниматься,
расти в цене
to raise prices - поднимать цены
to lower prices - снижать цены
You got a good bargain there -
Вы это дешево купили
You got a bad bargain there - Вы
здорово переплатили
to bargain - торговаться
Some other words that may be useful when speaking about shopping:
shop window - витрина
to window-shop - рассматривать
витрины
cash-desk - касса
cashier — кассир
change - сдача
counter - прилавок
Medley - тележка
shopping basket - корзина для
покупок
t° be on sale - быть в продаже
to shop around - присматривать-
ся к ценам, качеству товаров
queue (Вг) - очередь
line (Ат) - очередь
I joined the queue/line. - Я встал
в очередь.
to queue (up) for smth - стоять
за чем-л. в очереди
to queue-jump - пройти без оче-
реди
120
Essential Course
EXERCISES
Q Answer these questions:
1.	What clothes do we wear in summer?
2.	What clothes do we wear in winter?
3.	What clothes can be worn both in summer and in winter?
4.	Name kinds of clothes which are worn by women.
5.	Name kinds of clothes worn by men.
6.	When do people usually wear wellingtons?
7.	Do you ever put on training shoes? When?
8.	When do women wear court shoes?
9.	Which shoes are in fashion now, low-heeled, high-heeled or sti-
letto shoes?
10.	What do you wear on your feet when you are at home?
11.	Which do you prefer, a dress or a blouse with a skirt?
12.	Who wears cardigans, men or women?
13.	Are trouser suits for women in fashion now?
14.	When do people normally wear track suits?
15.	Which do you like to wear, gloves or mittens?
EE Ask your partner what size clothes he/she wears. You may begin with
/ wonder, Tell me, please.
Model: What size dress do you wear? - I wear size 46
I wonder what size skirt you wear. - 48.
Tell me what size shirt you take. - I take size 36 in shirts.
What size are you? - I am 44.
Ш Translate and transcribe the words:
свитер
воротник
пижама
чулки
нижнее белье
блузка
ботинки
босоножки
кардиган
косынка
носовой платок
галстук-бабочка
однобортный костюм
повседневные туфли
вельветовые брюки
ЕЕ Read the words, spell them without looking into the textbook or a
dictionary. Then check them consulting a dictionary.
['d3Ampsju:t]	['plaetfo:mju:z]	[sti'letaoju:z]	[kju:'lnts]
['denimz]	['pli:tid'sk3:t]	['mnkasinz]	['pul,auva]
['traoziz]	[’durvei.kaot]
Unit IV
121
ЕЕ
Match the words in the left column with their definitions in the right
column.
1)	A cardigan is s'* a)
2)	Mules are / b)
3)	Culottes are	c)
4)	Denims are / d)
5)	A blazer is S e)
0
6)	A vest is	gj
7)	A jump suit is
a jacket, often with a special sign or
badge on it of a school or a club
a piece of clothing worn on top half of
the body underneath a shirt
a kind of clothing in the form of a top
and trousers in one piece
shoes with no back but a piece of ma-
terial across the toes
short skirt-like trousers worn by women
trousers made of a strong cotton cloth
woollen men’s or women’s short coat
with sleeves but without collar, fastened
at the front with buttons
EE Correct the false statements beginning your answer with one of these
phrases:
•	I don’t think it’s right.	• On the contrary.
•	No, it isn’t so.	• It is wrong.
1.	Cardigans are worn only by women.
2.	People wear sweaters when it is hot outside.
3.	When you go to a party you put on walking shoes.
4.	Belts are normally worn on the feet.
5.	Women’s dresses are usually made of leather.
6.	Men very often wear frills and lace.
7.	Men’s shirts are always made of plain materials.
8.	Shoes are never made of suede.
9.	Children never wear mittens in the street in winter.
10.	People mustn’t have any handkerchiefs in their pockets.
11.	It is good manners to go shopping in pyjamas.
12.	Wellingtons are always worn on the beach.
13.	Hats are never made of felt.
14.	Men’s shirts are often made with puffed sleeves.
15.	Girls never wear corduroys.
EE Translate and transcribe these words:
а)	кружевная отделка, отложной воротник, рукав-фонарик, деко-
ративная строчка, оборка, пуговица, накладной карман;
Ь)	атлас, поплин, бархат, сатин, вельвет, ситец, кожа, фланель,
замша, нейлон, шерстяная ткань;
с)	клетчатый, без рисунка, в цветочек, в горошек, полосатый, с
блестками.
122
Essential Course
EE Translate into English:
а)	юбка с кружевной отделкой, ситец в цветочек, летнее платье с
рукавом-фонариком, полосатая пижама, блузка со стоячим во-
ротником, гладкий (без рисунка) сатин, кожаный пояс, поплин
в горошек, замшевые повседневные туфли, клетчатые брюки,
атласные выходные туфельки
b)	1. Надень свою любимую блузку с оборками.
2.	Сними эти кроссовки и надень вон те башмаки с пряжками.
3.	Мне нравится это хорошенькое платьице с отложным ворот-
ником и поясом.
4.	Вам нравится вон та блузка с рукавом «летучая мышь»? -
Очень, я хочу ее купить.
5.	Эта шляпа фетровая, а та - замшевая.
6.	Наденьте клетчатый пиджак и новые черные брюки.
7.	Сними этот ужасный халат в цветочек и надень свой новый
халат в горошек.
8.	Давай купим тебе двубортное пальто.
9.	Сними шубу и надень плащ. Разве ты не видишь, что насту-
пила весна?
10.	Эта косынка мне нравится гораздо больше, чем тот шарф.
ш a) Fill in the missing words:
1.	The ... she wore must have been worth close to a million (драго-
ценности).
2.	Ann removed her ..., her ..., her .... her ..., and her ..., placed
her jewels in the ... bag (серьги, кольца, браслет, брошь,
ожерелье, кожаный).
3.	I gave her a little Austrian ... on a .. that	used to belong to
my mother and she’s going to ... it around her ... as a good-luck
charm (медальон, золотая цепочка, носить, шея).
4.	Inside was an oval-shaped antique .... circled with ... (золотые
часы, бриллианты).
5.	The only ... of ... he had ever seen her wear was a small ... .
that she always carried on a ... chain ... her throat (драгоцен-
ность, золотой крест, тонкий, вокруг).
6.	She wore the ... ear ... Neal and her mother had given her for
her twenty-first birthday (рубин, клипсы).
b) Say what pieces of jewellery you have got, when you wear them,
what pieces of jewellery you would like to have.
Answer these questions:
1.	What clothes do you put on every day9
2.	What clothes do you put on when you go to a party or to the
theatre?
Unit IV
123
3.	What do you have on now?	-«i3«
4.	What is your best friend in the group wearing today?
5.	What do we usually say if we like the way a dress sits on some-
body?
6.	What do we say if clothes are just our size?
7.	What do we normally do before buying a coat, a jacket?
8.	Where do we try on clothes at a department store?
9.	Do you ever go to fashion shows?
10.	What kind of clothes are in fashion now?
11.	What colours are the latest fashion at the moment?
12.	Do you think teachers should be stylishly dressed? Why?
13.	Do you like to spend money? How do you spend it?
14.	Are you always in debt? Have you ever been in debt?
15.	Which do	you prefer, to pay in cash or by	credit card?
EE	Go to the	blackboard with a partner. Look at each other attentively.
Then turn	away from each other and tell the	class what your	partner
is wearing	today. Don’t forget to mention the	smallest details.
EE Correct the false statements. Don’t forget to begin your answer with
one of the introductory phrases:
•	I’m afraid it’s wrong.
•	I don’t agree.
•	I don’t think it’s right.
•	It’s all wrong.
•	I believe, it isn’t so.
•	May I make an objection?
•	I’d like to object.
1.	People never pay money when they buy things.
2.	When you want to buy a thing you never ask the price of it.
3.	People don’t like to buy anything at reduced prices.
4.	When things rise in price they become cheaper.
5.	When prices fall things become more expensive.
6.	When someone makes a profitable purchase you say “You got a
bad bargain there!”
7.	When someone pays too much for a thing which isn’t worth it
you say “You got a good bargain there!”
8.	Fashion-magazines show old-fashioned clothes.
9.	When things come into fashion people stop wearing them.
10.	When things go out of fashion everybody starts wearing them.
ЕЦ Translate and transcribe:
цветочный магазин
обувной отдел
готовая одежда
молочный магазин
мясной магазин
овощной магазин
бакалея
универсам
аптека
косметика
чулки-носки
рыбный магазин
шляпный отдел
кондитерская
канцелярские товары
галантерея
124
Essential Course
F71 a) Complete these sentences as in the model.
Model'. They sell coats and dresses at the ready-to-wear clothes de-
partment.
1.	They sell various boots and shoes at ... .
2.	They sell hats and caps at ... .
3.	You may buy cardigans, jumpers and sweaters at ... .
4.	You may buy belts, bags and purses at ...
5.	They sell stockings, socks, tights at ... .
6.	They sell various lotions, shampoos, perfumes at ... .
7.	You may buy buttons, needles, threads, zips at ..
8.	They sell all kinds of goods at ... .
b) Answer these questions using as many words as you can:
1.	What can you buy at the grocer’s?
2.	What vegetables do they sell at the greengrocer’s?
3.	What kinds of meat are on sale at the butcher’s?
4.	What things do they sell at the baker’s?
5.	What dairy products are on sale at the dairy?
6.	What is there at the tobacconist’s?
7.	What can you buy at the stationer’s? How often do you go
there?
8.	What flowers are on sale at the florist’s?
9.	What flowers can you buy at the market in summer?
10.	What pieces of jewellery do they sell at the jeweller’s?
11.	When do you go to the chemist’s? What do you buy there?
12.	What do they sell at the confectionery department?
FF] Say where you can buy:
a frying pan a dozen eggs a jar of jam a parrot a pencil box a tin of sprats a textbook a kilo of beets a pair of tights a box of matches a loaf of bread a cake of soap	a bottle of milk a pair of scissors a pair of mittens a bunch of roses a piece of beef a pair of mules a second-hand leather coat a packet of cigarettes a carton of yoghurt a bar of chocolate a set of jewellery
Unit /К
125
ЕЕ Put each of the words or phrases from the box in its correct place
in the passage:
supermarket, a few, join, change, trolley, run out of,
shopping basket, take, counters, check-out, queues, choose,
for sale
When you ... food you have to go to a ... . As you enter the
shop you should take a ... or a ... for your shopping. All super-
markets are large, there are a lot of things ... on the ... . You may
... anything you like. When you’ve chosen all the things you need,
go to a ..., there are quite ... of them in the shop. But there may
be long ... there. ... a queue, it won’t take you very long to pay
for everything you’ve bought. Don’t forget to take the ... .
Fill in prepositions or adverbs where necessary:
1.	He passed ... a door, ... some very steep stairs and ... a rather
dirty passage. He knocked ... the end door and a voice said,
“Come ... .”
2.	Victoria picked ... her notebook and pencil and sailed ... Mr.
Greenholtz’s office.	»
3.	SJie was surprised when she came ... the end ... the narrow
street and found herself actually ... the river bank.
4.	He fumbled briefly ... the side pocket ... his coat and took ...
a heavy iron key.
5.	She stands ... the window ... a green sateen bathrobe, soiled
the collar and cuffs.
6.	Anna paid ... her taxi and went ... the jeweller’s. She spent
some time looking ... various pieces ... jewellery. ... the end she
selected a sapphire and diamond ring She wrote a cheque ... it
... a London bank.
7.	She entered ... a florist’s. She ordered three dozen ... long-
stemmed roses, a bowl full ... sweet big purple violets, a dozen
... sprays ... white lilac and a jar full ... mimosa. She gave an
address ... them to be sent. “That will be twelve pounds, eight-
een shillings, madam.” Anna paid and went ... . The young
woman who had just come ... asked ... the price ... a bunch .
primroses but did not buy them.
8.	Sitting ... front ... her dressing-table, she stared ... herself un-
seeingly ... the glass.
126
Essential Course
TEXT-BASED ACTIVITIES
Before reading the text below make sure that you can pronotnce the
following words correctly:
opals ['aupalz] presume [pn'zjum] dubiously ['dju:biasli| jeweller ['1зи:э1э]
dozen ['dAzn] drawer ['draj	diamond ['daiamand]
AT THE JEWELLER’S
Bart stopped in front of a small window. There wen only
a few things in the window, a tray of opals, some watch
chains and watches and half a dozen rings. He went ii, and
the jeweller looked up from his work.
“Well?” His voice was tired, but he looked friendly.
“I want to see a ring.”
“What sort of ring?”
“A diamond ring.”
The jeweller stretched into the small window and ncked
up a small tray on which rested a pad containing six rings.
Bart looked at them feeling foolish and helpless.
“I presume it is for a young lady?”
“That’s right.”
“Oh well, we’re only young once. Perhaps your youn; lady
would like to come in and try some of these on for herstlf”
“She can’t. She doesn’t even know I’m taking her this. She
is in hospital.”
“I see. Then we must see she gets something specially nice.”
He opened a drawer under the counter and brought out three
rings in a small box. “This one.” He held it up for Bart о see.
“It’s marked thirty-five pounds. You can take a look it the
ticket yourself. It’s quite a nice stone, and a nice setting It’s a
nice little ring. Good taste. You can have it for thirty poutds.”
Bart picked it up dubiously. The single stone fashed
brightly under the light. He supposed it was in good tasfc, but
it looked too little for thirty pounds.
“I’ll take it.”
“If it doesn’t fit or if she doesn’t like it bring it bac< and
we’ll think about getting something to replace it.”
“Thanks,” Bart said and, pocketing the ring, went ou into
the street.
(From: Say No to Death by D. Cusack. Alridged)
Unit IV
\Z1
EH Find in the text English equivalents for the following:
полдюжины колец
особенно красивое
иметь дружелюбный вид
чувствовать себя глупым и беспомощным
если оно не подойдет по размеру
положить в карман
полагать
примерить
поднять
ярлык
красивая оправа
ES Answer these questions:
1.	Where did Bart stop?
2.	Were there very many things in the window?
3	How many rings were there?
4.	Why did the jeweller have to look up from his work?
5.	How did the jeweller look?
6.	Where did he get six rings?
7	Did Bart know much about diamond rings?
8.	What did the jeweller suggest?
9.	Why couldn’t the girl come and see the rings for herself?
10.	Where did the jeweller take three more rings?
11.	How much was the ring the jeweller showed Bart?
12.	What did he say about the ring?
13	Why did Bart pick it up dubiously?
14.	What did the jeweller say when he saw Bart hesitate?
15	Where did Bart put the ring in the end?
EH Paraphrase using the phrases
six rings
to have a friendly look
what kind of ring?
a ring with a diamond
a little tray
from the text:
a pad with six rings
I suppose it is for a young lady?
took it feeling doubt
if it isn’t her size
put the ring into his pocket
EH Say whether these statements are true or false. If they are true, re-
peat them. Correct them if they are false. Don’t forget to give one
of the introductory phrases:
•	I don’t agree.	• It’s quite wrong.
•	I don’t think it is true.	• It’s not right.
•	On the contrary.
1.	There were so many things in the window that Bart felt at a
loss and did not go in.
2.	The jeweller was a little aggressive.
3.	Bart didn’t know much about jewels, so he felt rather awkward.
128
Essential Course
4.	The jeweller was very unsympathetic.
5.	Bart said he would tell his girl to come and see the rings for
herself.
6.	The jeweller took three more rings from under the counter.
7.	He showed Bart a big ring which cost a hundied pounds.
8.	The ring was in bad taste, Bart decided not to take it.
9.	The jeweller remarked that if the girl didn’t like the ring or if it
didn’t fit her, he wouldn’t be able to do anything about it.
10.	The jeweller put the ring into a little golden box and gave it to
Bart.
Retell the text on behalf of: a) Bart, b) the jeweller, c) the narrator.
EH Fill in prepositions or adverbs where necessary:
1.	It was a fairly large Victorian mansion kept .. a good state ..
repair.
2.	She found it ... top ... a wardrobe.
3.	She put ... her nightgown and put ... the light and climbed .
the cold bed.
4.	She came back ... Reading ... the 4.50 bus. She arrived ...... the
cottage, let herself ... the front door, and went ... the kitchen
and put the kettle ..... tea.
5.	The cottage was overcrowded, less ... furniture than ... pictures.
The walls were covered ... pictuies “Mrs. Lansquenet used to
buy them ... sales,” Miss Gilchrist explained.
6.	She looked ... suddenly as the door ... the end ... the hall opened
and Miss Bligh came ... it. She was holding ... a very heavy
metal vase. Suddenly the heavy vase fell ... the floor. Tuppence
stooped and picked it ... .
7.	Mr. and Mrs. Beresford were sitting ... the breakfast table. They
were an ordinary couple. Hundreds ... elderly couples just like
them were having breakfast all ... England ... that particular
moment. It was an ordinary sort ... day too, the kind ... day
that you get five days ........ seven.
8.	She picked ... a large book lying ... the table and began to read.
EE Translate into English:
1.	Я хочу купить дюжину чайных ложек.
2.	В витрине было много интересных предметов, но он не знал,
как они называются.
3.	У продавца был усталый голос, но выглядел он вполне дру-
желюбно.
4.	Какие часы вы хотели бы купить9 - Золотые, с массивной
цепочкой.
Unit IV
129
5.	Она увидела маленькую красную подушечку, а на ней пару
серебряных серег.
6.	Возьми вон тот поднос и принеси его мне.
7.	Примерь блузку, она очень элегантная.
8.	Мне бы хотелось самой пойти в этот магазин и примерить
пальто.
9.	Девушка открыла коробку и вынула шесть обручальных колец.
10.	Молодой человек не был уверен, что купит браслет. Он по-
нимал, что браслет сделан со вкусом, но он казался ему
слишком тоненьким.
11.	Если платье не будет ребенку впору, приносите его обратно,
мы заменим.
12.	Мне не очень нравится кольцо, в нем только один камень, да
и оправа не очень красивая. - Вы не совсем правы, кольцо
выглядит совсем неплохо.
13.	Бриллиант ярко сверкнул при свете ламп, и Мери решила,
что купит его.
14.	Продавец взял запонку и протянул ее мне.
15.	Когда она видела так много драгоценностей, она чувствовала
себя беспомощной, потому что не знала, какую вещь выбрать
FF1 a) Remember that there are several English phrases corresponding to
the Russian “быть одетым в ..., носить”. The) are:
• to wear smth (wore, worn, wearing) • to be dressed in smth
•" to have smth on
eg 1. “Wear that little black hat with the red ribbon under your
chin, will you?”
2.	Miss Marple wore black lace mittens.
3.	Her small neat figure was dressed in scarlet.
4.	She is always fashionably dressed.
5.	She had on a white dress that Michael guessed she had worn
at her graduation from high school the June before.
If people dress up, it means that they want to look still more attrac-
tive:
e.g. She was glad that she was all dressed up and had done her hair
that morning for Rudolph’s party.
or. When Matt arrived at the inn, she noticed that he, too, had
dressed up for the occasion.
b) Tell your fellow students what you usually wear when dressed up for
some occasion.
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Essential Course
EE Open the brackets referring all the sentences to the past:
1.	She (to wear) a long black wig and heavy, dark make-up.
2.	He (to be dressed) in an expensively tailored grey suit and (to
wear) a red carnation in his lapel.
3.	The jewellery she (to wear) must have been worth close to a mil-
lion.
4.	She (to be dressed) in glittering green and looked a little like a
mermaid.
5.	She (to be wearing) beach pyjamas of a loose floppy pattern with
long sleeves and wide legs. They were made of some green mate-
rial with a yellow design.
6	He (to be dressed), ready to play, and (to be wearing) a white
sweater.
7.	She (to wear) a short linen skirt.
8.	He (to wear) a flowered dressing gown.
9.	He was going to buy a second straw hat which he (to wear) in-
stead of his present one.
10.	He (to have on) a fur hat and a long woollen scarf.
11.	He had been totally bald from the age of fifteen and (to wear) a
black wig ever since
EE a) Remember the verbs that are often used when you want to say
that the clothes people wear, look well on them:
to suit smb - идти, быть к лицу (is used most often in all situations),
to become smb, to be becoming to smb - быть к лицу, идти
(formal)',
to go with smth - подходить к чему-л.; гармонировать с чем-л.;
соответствовать чему-л.;
to match smth - соответствовать, гармонировать по тону, цвету;
to fit smb - быть впору, подходить по размеру;
to fit like a glove, to fit to a T (разг.) - быть впору.
b)	Read the following sentences, translate them into Russian paying spe-
cial attention to the italicized words:
1.	The dress becomes у out is becoming to you.
2.	This hat suits you.
3.	Her cardigan suits her very well.
4.	The blue scarf goes well with your blouse.
5.	Mary says she is looking for a brown dress with hat and gloves
to match.
6.	I want something to match this cloth
7.	She was dressed in a yellow sari with a yellow ribbon to match
in her hair.
8.	I love you in this dress, it really suits you.
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131
9.	The shoes and handbag don’t match.
10.	The coat fits you.
11.	Your jacket fits you too tight
12.	The trousers don’t fit, they are loose on him
c)	Paraphrase the sentences using the verbs and phrases in Ex. 35 (a).
1.	She looks good in blue clothes.
2.	The trousers are just his size.
3.	The girl’s skirt and shoes are the same colour.
4.	The broad-brimmed straw hat suits your polka-dot summer dress.
5.	The new checked coat fits her very well.
6.	That black blouse really suits you.
EE Fill in the missing words:
1.	She bought a short, dark green chiffon dress that ... her eyes, a
pair of slender brown pumps and a ... purse (подходить по цве-
ту; подходящий по цвету)
2.	We have much better stones than this in our shop, but my friend
wants one ... an emerald that his wife bought (подходить no
цвету).
3.	The wig ... him badly (подходил по размеру).
4.	Mrs. Dolger left in a flurry of little uncertain movements that did
not ........ her new hairdo or the smart green tweed suit (соответ-
ствовали).
5.	“And it would ... me too I’m just her size I’d like to tear it off
her,” thought Victoria (подошло бы по размеру).
6.	What does a nice dress ... now? (стоит)
7.	Now what day shall we say for the first ...? (примерка)
8.	She was in her kimono because she was going ............ her	new
dress (примерять).
9.	She wanted her own grey skirt altered and made more ... if that
was possible (модный).
10.	He was a short man dressed in an ........ brown suit (плохо при-
гнанный).
11.	It was a shabby-looking door, but it had one rather unexpected
quality: it ......., with no crevices and no space at the bottom
(хорошо пригнана).
12.	I was to ..... Mrs. Spenlow’s new dress this afternoon (сделать
примерку).
13.	Inside the parcel was Mrs. Spenlow’s new green winter dress
ready for ... (примерка)
14.	Gretchen ..... her coat and hugged Rudolph hard (сняла).
15.	I like the way the blue carpet ..... the	gold curtains (подходят
по стилю).
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El a) Read the dialogue with a fellow student:
At the Ready-to-Wear Clothes Department
Nick is looking for a new jacket. A salesman is helping him
S.: I think this one is your size.
N.: No, it’s too loose. Do you have a smaller one?
S’.; Try this one on.
N.: Yes, this fits me perfectly. Do you think it goes with these
trousers?
S.: Yes, I do. And it matches your shirt.
N.. What’s it made of?
S.: It’s a blend of wool and cotton.
N.: Good. How much is it?
S..’ It’s on sale this week. It’s only £35.
N.: Nice, I’ll take it.
S'..' Fine. Cash or credit card?
N.: Cash.
b) Transform the dialogue into indirect speech first in the present, then
in the past tense. Don’t forget to vary the verbs. Here are some of
them to help you:
to say, to answer, to ask, to reply, to remark, to want to know,
to recommend, to insist, to assure, to exclaim, to add.
c) Make up a similar dialogue.
EE Read the joke and retell it:
One Irishman was showing off his knowledge to another, so he
asked him if he knew what shape the world was
“I don’t,” said the second. “Give me a clue ”
“It’s the same shape as the buttons on my jacket,” said the first.
“Square,” said the second.
“That’s my Sunday jacket,” said the first. “I mean my weekday
jacket. Now what shape is the world?”
“Square on Sundays, round on weekdays,” said the second
Irishman
EE FIH *n articles where necessary:
1.	She was wearing ... same green tweeds that she had worn on
day of ... tragedy.
2.	Many of them were very young or very old, and most of
former wore ... bathing suits.
3	I noticed for first time that ... back of . handsome suit was
sun-faded.
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4	sad-looking girl in ... dirty apron was shuffling about with ...
basket of ... knives and ... forks with which she was laying ...
table.
5	Midge, in ... severe black dress, opened ... door for her.
6	She was dressed to attract ... attention in ... black-and-white
striped linen dress with ... plunging neckline and ... very close
waist.
7.	His long legs were tightly encased in ... pair of ... faded levis, his
heavy shoulders bulged in ... flowered Hawaiian shirt ... levis and
shirt didn’t go with ... black chauffeur’s cap on his head.
8.	... waitress had ... red-checked apron that matched ... table-cloth.
9.	“That’s ... pretty outfit you’re wearing.” Susan was in ... all-white
ski suit. “... colour becomes you.”
10.	Sally, dressed in ... slacks and ... yellow pullover, said brightly:
“We’ve come to help.”
ш Fill in prepositions or adverbs where necessary:
1.	She says she is looking ... a good fur-coat.
2.	I think this pink blouse is ... your size.
3.	What size ... gloves do you usually take?
4.	I wonder what shoes are ... fashion now.
5.	The hiking-boots are made ... genuine leather.
6.	It is a blend ... cotton and nylon.
7.	Such pyjamas are ... sale ... our department store.
8.	The T-shirt doesn’t fit ... me, it’s too loose ... me.
9.	The cardigan is tight ... the shoulders.
10.	Let’s buy a winter coat... fur-trimmed cuffs and fur-trimmed collar.
11.	How do you like this pleated skirt made ... tweed?
12.	The jacket doesn’t go ... your trousers.
13.	What size ... hat does she wear?
14.	Evening gowns like this are ....fashion now, nobody wears ... them.
15.	Try ... this cardigan. It fits ... you well, I believe.
16.	The frills are made ... satin, aren’t they?
17.	They say double-breasted jackets are not ... sale. They are ........
fashion.
18.	The trainers are tight ... the toes. Let me try ... another pair.
19.	What size ... mittens does the girl wear?
20.	Sorry to say, but the hat doesn’t go ... the coat.
ED Translate into English in writing:
1.	Ha молодом человеке был черный костюм с голубой рубаш-
кой и галстуком в тон. Костюм сидел на нем как влитой.
2.	Почему ты нарядился как клоун? Надень новый джемпер,
сними эти старые ботинки.
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Essential Course
3.	Эта соломенная шляпа не подходит к этой юбке-джерси.
4.	Такие блузки продаются в универмаге на Садовой улице. Я
только что купила желтую.
5.	Вы всегда модно одеты. Как часто вы ходите на просмотры
модной одежды? - Каждый месяц.
6.	На старике было старомодное коричневое пальто, резиновые
сапоги, потрепанные брюки.
7.	Какой размер шляпы вы носите? - Не знаю, позвольте мне
примерить вон ту зеленую шляпу, она подходит по цвету к
моему плащу.
8.	Платье так идет тебе! Купи его непременно. - Сколько оно
стоит, кстати? - Немного больше 200 рублей.
9.	Я потратила все деньги. - А что ты купила? - Юбку с блуз-
кой из атласа, замшевые туфли и сумку в тон. - Сколько за-
платила? - Около 500 рублей. - Совсем недорого!
10.	Могу я примерить вон ту шубу? - Конечно, это как раз ваш
размер. Она вам впору и очень к лицу. - Я ее возьму.
11.	Блузка ей мала, дайте другую, на размер больше.
12.	Туфли мне велики. Я бы хотела примерить вон те черные, на
высоком каблуке.
13.	Покажите мне вон тот халат в цветочек. Я думаю, он моего
размера.
14.	Из чего сделан блейзер? - Это смесь поплина и нейлона. По-
смотрите, как он вам идет.
15.	Вы можете торговаться на рынке, а не в магазине.
16.	Сколько вы заплатили за это? - 120 рублей. - О, вы перепла-
тили.
17.	Давайте купим ей пару сапог, ей нужны новые зимние сапоги.
18.	Она любит ходить в магазин прицениваться и глазеть на вит-
рины.
19.	У нас кончился сахар, пойди в бакалею и купи килограмм.
20.	Если у вас кончился творог, идите в молочную и купите мо-
лока, я научу вас, как делать творог.
ЕЕ a) Discuss the latest fashion in clothes with your partner. Use the
phrases:
to come into fashion, to be back in fashion, out of fashion, to
be fashionable.
b) Pairwork. One of you is a customer, the other is a shop-assistant. The
customer is going to the South for a holiday. He needs a lot of
things, but doesn’t have much money. The shop-assistant does his best
to help the customer. Use the following:
too expensive/dear, rather cheap, pricey, at reduced prices.
Unit /К
135
SPEAKING PRACTICE
Before reading the dialogue below make sure that you can pronounce
the following words correctly:
millinery ['milinan]
exquisite ['ekskwizit]
chic [Ji:k|
alter	['o:lta]
delighted	[di'laitid]
completely [kam'plitli]
straw [stra:]
striking [’straikig]
bargain ['ba gm]
SHOPPING
Shop-walker: What can we show you today, Madam?
Mary: Millinery, please.
Shop-walker: Certainly, Madam. This way. First floor.
Please take the lift.
Mary: (On the way) Now, Margaret, you leave it to me.
Shop-assistant: Can I help you, Madam?
Mary: Please show us a really smart hat to go with
this coat and skirt.
Shop-assistant: Certainly, Madam. Now here is a really chic
little hat, Madam. Personally, I should call it
exquisite. Will you try it on, Madam? A little
small in the head? We can alter it for you.
{Looks ecstatically at Margaret) Madam looks
three years younger. No, Madam, the left eye is
completely covered. There. {Gives her a mirror.)
Margaret: I could never wear it.
Mary: No, I don’t like it very much. Haven’t you
something a little quieter - not quite so
striking. There were some very pretty hats in
the window.
Shop-assistant: {Brings a small straw hat with velvet trimming.)
Now here is a lovely little hat, Madam, very
quiet. Allow me - a little further back - a
shade to the side. Isn’t that becoming?
Mary: It suits you, Margaret.
Margaret: I like it awfully. How much is it?
Shop-assistant: Twenty-nine pounds, Madam A bargain.
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Essen tial Course
Margaret: But I can’t, Mary. It’s too dear. What will
James say?
Mary: You must. When James sees it, he’ll be de-
lighted.
EE Find in the text the English equivalents for the following:
соломенная шляпа с бархатной отделкой
с энтузиазмом смотрит на Маргарет
дежурный администратор магазина
что-нибудь немного поспокойнее
не так бросающуюся в глаза
я бы назвала ее изысканной
пройдите сюда
переделать
это дешево
предоставь это мне
на витрине
слегка набок
ЕЕ Answer these questions:
I.	Where did the conversation take place?
2.	What floor was the millinery department on?
3.	What did Mary and Margaret want to buy?
4.	Who was going to wear the hat?
5.	What was the first hat Margaret tried on? Did she like it?
6.	What kind of hat did Mary ask the shop-assistant to show?
7.	What hat did the shop-assistant bring?
8.	Did the hat suit Margaret? Did she like the hat?
9.	How much was it? Was it a bargain?
10.	What was Mary’s opinion of buying the hat?
EE
Say if the phrases below are true or false. If they are true, repeat
them. If they are false, correct them using the following:
•	That’s not right
•	That’s wrong, surely.
•	I don’t think it’s right.
•	I can’t agree
•	I am afraid that’s nonsense
•	On the contrary.
I.	Mary wanted to see the shoe department.
2.	The shop-walker suggested that Mary should walk to the department
3.	Mary asked the shop-assistant to show them an elegant hat
4.	The shop-assistant refused to show the ladies a hat, he showed
them a bag instead.
5.	Mary told the shop-assistant to bring one of the hats she had
seen in the window.
6.	The shop-assistant brought a big felt hat with leather trimming
7.	The hat didn’t suit Margaret.
8.	Margaret didn’t like the hat.
9.	The price of the hat was very low.
10.	Mary advised Margaret against buying the hat.
Unit IV
137
СП Copy out all the adjectives from the dialogue “Shopping”, give their
degrees of comparison.
ш Retell the conversation in the person of: a) Mary, b) Margaret, c) the
shop-assistant.
в в
Imagine that Margaret is looking for a pair
a)	Read and translate into Russian:
to try on a flowered skirt with lace
trimming
a pair of patent leather shoes to go
with this handbag
expensive court shoes
tight in the shoulders
a really chic little blouse
b)	Translate into English:
шикарная блузка с кружевной отделкой
туфли, подходящие по стилю к сумке
вы выглядите на десять лет моложе
примерить полосатый кардиган
узкий в талии модный костюм
-элегантный бархатный пиджак
of shoes. Dramatize the talk.
striking beauty
exquisite taste
loose in the waist
dear leather bags
very pretty mittens
tight across the toes
одежда, бросающаяся в
глаза
брюки слишком дорогие
хорошенькое платьице
изысканная мода
это дешево
S3’ a) Read the conversation
and summarize it in indirect speech:
Mrs. Bashford is in a department store. She is looking for a
sweater for her husband. The salesman is showing her some.
Mrs. В: I always choose my husband’s clothes very carefully. He
dresses very well.
5:	(politely) Yes, Madam. I’m sure. Now, you said a size 38,
didn’t you? Something like this perhaps? It’s a very good
sweater!
Mrs. B. Perhaps, but 1 don’t really think it’s good enough for my
husband! Haven’t you anything better?
5:	Better than this, Madam? (Laughing nervously a bit) Well
uh ... there’s this grey sweater
Mrs. В: I don’t think I like that shade of grey. It’s not dark
enough.
S': I see. You want something darker than this ... like this,
perhaps?
Mrs. B: (thinking) Hmm ... you know, I don’t really think I like
grey at all. It’s too ... dull.
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Essential Course
5: Mrs. B. S: Mrs. B: S: Mrs. В S: Mrs. B: S: Mrs. B- S: Mrs. B: s-	I see. Now this green sweater is brighter than the grey one. No. I don’t like green, either Well ... let me see ... there’s this red sweater. Good heavens, no! My husband never wears red! It’s too bright. (confused) So you want something darker than the light grey, brighter than the dark grey but not as bright as the green or the red sweater? Exactly! And please hurry up. I really haven’t much time. Something like this blue sweater? Blue ... Hmm ... yes, I think I like that. How much does it cost? 40 pounds. 40 pounds! Good heavens! Haven’t you anything ... anything ... uh ... Cheaper than this, Madam? Only this other blue sweater. It costs 35 pounds. Now that’s exactly what I’m looking for. That’s much nicer than all the others. Why didn't you show it to me before? (angrily) But I did, Madam! It was the first one you saw!
b) Give English equivalents for the following phrases: очень тщательно	хорошо одеваться	размер	38 не такой яркий свитер	носить красное	оттенок	серого сколько он стоит	гораздо лучше недостаточно темный	слишком яркий	
с) Make up and write down sentences of your own using the phrases above.	
Efl Insert the necessary words from the box.
jacket, wool, jeans, blazer, scarf, handkerchief, fur-trimmed, suit,
shoelaces, clothes, socks, fitted
1.	She was crying frankly now and had to take out her ... .
2.	She changed into her street ... and hurried out of the building.
3.	Rudolph was carrying the . of Thomas’s one suit, striped and
greenish.
4.	She had given him a blue flannel .. for his birthday. As he ap-
proached she thought how well the blazer ... him.
5.	Bring down a pair of nice, warm ... and a towel for Mr. Jor-
dache. His feet are soaked.
6.	Then he drew on the socks. They were of soft ... .
7.	He was dressed as always in a black ... with waistcoat.
Unit IV
139
8.	The door was opened by a girl in blue ... .
9.	It was Virginia Calderwood, a ... over her head, in a ... grey coat
10.	He tied his ... deliberately.
FFl Fill in articles where necessary:
- Well, we’re here. This is ... store I was telling you about.
- What ... huge place it is! It looks as if it’s ... rather expensive
store.
- It’s not at all expensive. You get ... huge choice and ... best
value in ... whole of London.
- Well, there are ... few things I’d like to buy. I need ... new pair
of boots and ... dress for Margot’s party on Sunday. I like ...
lighting here, I must say.
- It’s ... good system, not dull at all. By the way, you know ...
dress I showed you last week? I bought it here.
- I thought it was ... lovely dress Where’s ... dress department in
here? I’d like to have ... look round.
- It’s on ... third floor, and if you want some boots there’s de-
partment on ... ground floor and one upstairs.
- I’d like ... pair like ... pair you’ve got. Where did you buy them?
- I bought my boots here too. ... quality is fantastic
- So this is where you’ve been buying all those lovely things! .
-	(From: English in Mind by C. Ttofi T. S. Creed)
Г7Т a) Read and translate these sentences:
1.	Full skirts are coming into fashion.
2.	Stiletto heels are back in fashion again.
3.	She never wears a hat. They are out of fashion
4.	He put on one of his favourite striped shirts that were fashion-
able in the 1960s.
5.	He was a tall young man of twenty-four, his hair fashionably long
6.	She is always stylishly dressed.
7.	Flowery materials became the vogue
8.	Brightly coloured cardigans had a brief vogue in the previous
decade.
b) Translate into English in writing:
1.	Мини-юбки снова входят в моду.
2.	Туфли на платформе опять в моде.
3.	Он перестал носить джинсы, потому что считает, что они не
модны.
4.	Он надел одну из своих любимых клетчатых рубашек, кото-
рые никогда не были в моде.
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Essential Course
5.	Эта девушка всегда модно одета, правда? - Да, она сама
шьет себе одежду.
6.	Парки, анораки, стеганые пальто всегда модны, потому что
они легкие и теплые.
7.	Мне нравится моя полосатая юбка, хотя я знаю, что полоса-
тые материалы сейчас не в моде, почти никто их не носит.
8.	Если вы хотите модно одеваться, вам следует ходить на пока-
зы модной одежды.
Fill in prepositions or adverbs where necessary:
1.	I really think this pinafore dress is good ... my little daughter.
2.	Do you like this shade ... green? - I don’t think I like green ... all.
3.	Hurry ..., we haven’t much time.
4.	Let’s go ... a department store. I’m looking ... a new bag ... my
granny. - ... pleasure. There is a department store not far ... out-
house.
5.	These red shoes are much nicer than all the others. Why didn’t
you show them ... me before?
6.	Let me buy the clogs. They fit ... me ... a T.
7.	I don’t think these wellingtons go ... your raincoat.
8.	Are you sure it’s ... your size? - It is, but it’s a bit tight ... the
shoulders.
9.	What is the brooch made ...? - Gold.
10.	How do you like this winter coat ... fur-trimmed cuffs? - It’s out
... fashion, I believe.
ГП a) Read the text and translate it into Russian in writing:
CURIOUS FACTS
When people go through all the rituals and ceremony concerned
with marriage - they do what is “expected". For example, it is ex-
pected that an engagement ring will have a diamond.
Why the diamond? Of course it’s a beautiful gem. But the dia-
mond was considered the right stone for the engagement ring in Italy
as far as the Middle Ages! It was called pietra della reconciliazione -
because it was supposed to have the power to maintain good rela-
tions between man and wife.
But there is a superstitious tradition that gives another reason
for using the diamond in engagement rings. According to this belief,
the sparkle of the diamond is supposed to have originated in the fires
of love - so only a diamond can hold the promise of enduring love
and happiness for an engaged couple.
(From: Mozaika, 1987, No. I)
b) Find a legend or a story connected with a gem, tel) it to your fellow
students in class.
Unit IV
141
ЕЕ Translate into English:
1.	Интересно, есть ли лифт в универмаге? - Конечно, это деся-
тиэтажное здание.
2.	Если ты хочешь выбрать ей действительно хороший подарок,
предоставь это мне. Я знаю ее вкус лучше, чем ты.
3.	Мне нужны по-настоящему элегантные туфли, которые подой-
дут к моему нарядному платью.
4.	Примерь, пожалуйста, пиджак. Он подходит к брюкам. - Не
могу его надеть, он узок в плечах. - Ничего, тебе могут его
здесь переделать.
5.	В этой блузке ты выглядишь лет на десять моложе. Правда?
Мне идет этот цвет.
6.	Я бы никогда не смогла носить такое длинное пальто.
7.	Шляпа мне не очень нравится. Покажите вон ту соломенную
шляпку с букетиком цветов. Позвольте примерить. Нет, она
мне немного мала. Дайте другую, пожалуйста.
8.	Вам идет эта полосатая юбка, купите ее. - Но у меня нет
подходящей блузки.
9.	Шуба очень дорогая. Что скажет муж? - Когда он ее увидит,
он будет восхищен.
10.	Брюки велики в талии. Вы можете их переделать? - Лучше
примерьте вот эти, это как раз ваш размер.
ЕЯ .a) Read the text, copy out ail the expressions you liked most, use
them in your own sentences:
FASHION FOLLY
Up the wall, round the bend, looney, nuts, crackers - there are a
lot of different ways of saying crazy in English. Many visitors to
England think the people are a bit nuts (looney) crackers ... in other
words, that they are crazy.
The one thing that most visitors would agree we are not crazy
about, however, is fashion. But they might be wrong. At least one
Englishman was mad about clothes - the elegant Beau Brummel.
Beau used to spend four or five hours dressing every day. His
shoes shone like the sun. A friend asked him what kind of polish he
used. “Polish?” he replied. “I never use polish. I use nothing but the
froth of champagne.”
He became such a symbol of elegance that the Prince of Wales
used to go to Beau’s house to watch him dress. Poor Beau was even-
tually ruined by his love of clothes. His tailoring and laundry bills
broke him, and he died, inelegantly, in a lunatic asylum.
(From: Mozaika, 1987, No. 6)
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Essential Course
b) Make up and write a few special questions about the text “Fashion Folly",
c) Do you think people like Beau Brummel exist nowadays?
S3 a) Read the text to yourself and retell it in detail:
There was a pleasant feminine hum in the store. Women shopped
quietly.
He found the section where women’s sweaters were sold. When
the nice young girl who was serving him asked, “What size, Sir?”
after he had described what he was looking for, he was stumped He
knew what size coat Sheila wore and Sheila was a big woman and
wore a forty-two. As far as he could judge, Miss Walton was about
twice as large as Sheila although not as tall.
“Well,” he said to the salesgirl, “I’m not quite sure.” He put out
his hands in front of his chest to make a semicircle that he guessed
was about the amount of space Miss Walton’s bosom took up. “I
would say she’s about this big in this vicinity,” he said.
“I’m afraid, Sir,” the girl said, “that you won’t find anything
nearly like that here. I suggest that you try the men’s department.”
He found a sweater in light blue cashmere that was too big for
him when he tried it on, but bought it when the salesman assured
him that if it didn’t fit the lady, she could bring it back and ex-
change it. He felt that the price was hideously expensive, but he was
in no mood to worry about money.
(From: Acceptable Losses by 1. Shaw. Abridged)
b) Speak about your recent visit to a department store. Use the phrases
and words from the text.
EE a) Translate into English in writing:
Когда у них кончились сметана, молоко и творог, именно
Энн сказала, что пойдет за покупками. Мама была очень удивле-
на, потому что Энн не была образцовой девочкой, она никогда
прежде не делала покупок. Ее любимым занятием было только
прицениваться и глазеть на витрины.
Но в тот день Энн очень хотела пойти в универсам. Дело бы-
ло в том, что в небольшом магазинчике, расположенном недалеко
от универсама, она увидела пару красивых туфель. Ей очень нужны
были эти туфли: они подходили по цвету к ее новому красному
платью. Туфли были на высоком каблуке, из черной замши и стои-
ли 10 фунтов. Она знала, что они ей впору, так как уже примерила
их, и продавец сказал, что оставит их специально для нее.
Итак, она вышла из дома и отправилась в магазин. Она
прошла мимо булочной, мясного, овощного магазинов, аптеки.
Она даже не взглянула на витрины, у нее было мало времени.
Когда Энн вошла в обувной магазинчик, владелец уже ждал ее
с большой белой коробкой. Он сказал, что упаковал для нее туфли.
Unit IV
143
Она поблагодарила его, заплатила 10 фунтов (те 10 фунтов, кото-
рые мама дала ей, чтобы купить молочные продукты) и ушла. Она
подумала, что заглянет в цветочный магазин и купит букет весен-
них цветов для мамы, чтобы доставить ей удовольствие ...
b) Think of an ending to the story and tell it in class.
S3 Find Russian equivalents for the following proverbs, make up a short
story to illustrate the proverb you like best:
1.	Appearances are deceptive.
2.	Clothes do not make a man.
3.	Clothes make the man.
4.	Cut your coat according to your cloth.
5.	Dress up a stick, and it doesn’t appear to be a stick.
6.	Near is my coat, but nearer is my shirt.
a)	Translate the text into Russian in writing:
PERFUME
Perfume has been defined as “an odour which is used to drown
out a worse one”, and that is exactly why perfume was first used.
Perfume dates back at least five thousand years. The ancient He-
brews first used it to disguise the odour of animals sacrificed to the
gods by burning. The ancient Chinese perfumed their robes and
burned incense at funerals. Ancient Egyptians offered incense td the
gods and anointed the bodies of dead Pharaohs with scented oils.
The word perfume comes from the Latin meaning “through the
smoke” (of the burnt offerings). People came to believe that perfume,
added to the burnt offerings, pleased the gods. Its value to repel evil
forces was at least as important, and people thought that perfume
could exorcise the demons of disease. Some doctors were known to
recommend it to prevent respiratory illnesses.
Perfume has been used for many purposes through the years - re-
ligious, medicinal, and social, but its principal value today is social.
Whatever its uses, perfume seems to be here to stay. And it has amaz-
ing lasting power - in 1922 a 2,500-year-old tomb was discovered in
Egypt. In it were several vases of perfume - some still fragrant.
(From: Moscow News, 1988, No. 47)
b)	Say whether you like perfume, which is your favourite, characterize
its fragrance using as many adjectives as you can.
Щ Write a short essay on one of these topics:
1. Do you enjoy shopping? Is shopping your hobby? Explain either
what you like about it or what you hate about it.
2. Describe a well-known shop or department store in your city -
one you think a foreign visitor should go to.
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Essential Course
Find two pictures in which some old-fashioned and fashionable clothes
are shown and compare them using the active vocabulary of this unit.
ш Make up short dialogues taking place at one of the shops of your
native town. One of you is doing some market research, the other is
a customer who has just bought something. You may use the follow-
ing phrases:
1.	Would you tell me what you’ve just bought from the shop?
2.	I’m doing some market research.
3.	It’s market research.
4.	I like all white, so ...
5.	There was nothing I liked, but ...
6.	I’ve just bought ... (a pair of brown jeans; a red and blue
sweater; a summer outfit; a T-shirt in black and red stripes; a
straw hat; a long-sleeved dress with a high neck)
E a) Read this extract taken from G. B. Shaw’s “Pygmalion”:
She is perhaps eighteen, perhaps twenty, hardly older. She wears
a little sailor hat of black straw that has long been exposed to the
dust and soot of London and has seldom if ever been brushed. (...)
She wears a shoddy black coat that reaches nearly to her knees and
is shaped to her waist. She has a brown skirt with a coarse apron.
Her boots are much the worse for wear. She is no doubt as clean as
she can afford to be; but compared to the ladies she is very dirty.
b) Find an extract from a novel which gives a description of a person’s
clothes. Write it out and read aloud in class.
a) Read the extract below and translate it into Russian. Use a dic-
tionary.
It was never more difficult for a woman to be beautiful than
during the 1920s. Fashion flattered no one, femininity in all its mani-
festations was truncated, hidden, distorted. Hats hid the forehead and
the eyes; eyebrows were unnaturally tweezed, bodies forced ruthlessly
into unflattering boyish forms; cosmetics used badly. Only three colors
of lipsticks existed and hairstyles were so ugly that only the most
authentic beauty could overcome them.
(From: Mistral's Daughter by J. Krantz)
b) Make up five questions about the extract. Let your fellow students
answer them.
c) Is it difficult for a woman to be beautiful nowadays? Arrange a talk
about the styles of the 90s.
UNIT V
The smiling spring comes in rejoicing,
And surly winter grimly flies:
Now crystal clear are the falling waters
And bonnie blue are the sunny skies.
R. Burns
WEATHER, SEASONS,
NATURE
GRAMMAR EXERCISES
Before you start doing the exercises make sure that you remember
how to handle:
•	the uncountables,
eg. There is little snow on the street.
It’s pleasant to walk barefoot in warm rainy weather. ‘
It was reasonable advice and I followed jt.
This area is rich in vegetation.
No news is good news.
•	the nouns used with a plural verb,
eg. The public always try to forecast the weather.
Are the police well-paid?
The family are all together now.
The majority support the opposite point of view.
The staff are satisfied with their working conditions.
•	the modal verbs,
eg. - May I go to the pictures tonight, Dad?
- Yes, you may, but you must be back by nine.
- Well, Dad, perhaps I might be later today?
Robert is very clever: he doesn’t have to work hard to
pass his exams.
You can buy these things at our shop.
Can she swim?
We can’t do anything right now.
He hasn’t been able to walk recently.
Are you able to speak French?
146
Essential Course
We’ve got a lot of time, we needn’t hurry.
Should we go shopping? - Yes, I think we should.
The sick man is asleep. You mustn’t shout.
□	a) Write these	nouns in	two columns:	countable -	- uncountable:	
	experience	money	bread	work	loaf	coin
	information	stamp	poem	job	egg	pork
	furniture	clothes	poetry	noise	cow	sheep
	case	meat	book	music	mutton	weather
	bottle	beef	song	cushion	luggage	coffee
b)	Make up and	write down a few questions with			the above	nouns, be-
	gin your questions with		How many 1 How much as		in the model.	
Model'. How many clothes do you need for one season?
How much money do you have?
c) Make up a short dialogue with a partner using a few of the above nouns.
2 Insert the indefinite article if necessary:
1.	Our chief says he wants someone with ... experience for this job.
2.	He was hungry and ate .. whole chicken
3.	She told him she had already bought ... new iron.
4.	... paper is made from wood.
5.	This region of France produces ... very good wine.
6.	We had ... strange experience yesterday.
7.	... sugar has become expensive.
8.	The mother asked the children not to make ... noise.
9.	Many people believe that ... education must be free.
10.	She has just broken ... glass.
11.	He prefers ... chicken to ... turkey.
12.	She says she wants to have ... good education.
13.	I’d like ... ice.
14.	... ice floats, ... iron sinks.
15.	Give me ... beer, please, and two sandwiches.
16.	He usually has ... boiled egg for lunch.
17.	Tommy, there’s ... egg on your cheek.
18.	Let me tie the box with ... ribbon.
19.	... glass is made from ... sand.
20.	She needed two metres of .. ribbon.
2 Fill in the blanks with so or such-.
1.	But indeed, my friend, you were not ... happy as you think.
2.	Are you ... sure that is the only reason9 Do you not realize, my
friend, that ... knowledge may be dangerous?
3.	He was not really ... a very bad player.
Unit V
147
4.	I’m terribly sorry I’ve been . a hopeless correspondent
5.	He had never seen her look ... beautiful.
6.	It was odd how they had become ... friends when they had
nothing whatsoever in common.
7.	Decima always looked ... smart.
8.	My twenty-first birthday falls next Sunday, and it would be .. a
relief if you could stay until after the celebration dinner party.
9.	The house itself, being... remote, was in fact of little financial value.
10.	He had always been attracted to older women before and this
was the first time he had felt even a remote interest for a
woman ... young.
11.	She was very pale, and people sometimes thought she looked ill,
although she was ... strong and ... healthy.
12.	Darling, you look marvellous, ... brown, young.
Q Fill in the blanks with modal verbs in the right tense according to
the instructions given in brackets at the end of each sentence. Use
the verbs from the box:
must, can, may, should, need, to be able, to have to
1.	I ... see her smiling at me now. (the Present Indefinite Tense, ability)
2.	Our marriage was a fixed and certain mark and I only feared I
... die before I reached it (the Past Indefinite Tense, possibility)
3.	I ... work harder on these portraits, (the modal verb which has
diily one form, necessity)
4	I ... not say that we feared each other, the fear was all mine.
(the Present Indefinite Tense, possibility)
5.	I ... try to describe Hartley, (the modal verb which has only one
form, necessity)
6.	I ... go on and on simply describing Hartley, (the Past Indefinite
Tense, ability)
7.	I was afraid of my mother’s disapproval She ... say we were too
young, (the Past Indefinite Tense, possibility)
8.	... I ask what you are doing at the Raven Hotel9 (the Present
Indefinite Tense, permission)
9.	I sat down but I ... not eat or drink in her presence, (the Past
Indefinite Tense, ability)
10.	For some time I ... not move, (the Past Indefinite Tense, ability)
'I- I ... now, in mentioning my mother, speak of Aunt Etelle. (the
modal verb which has only one form, necessity)
12.	Oranges ... be eaten in solitude and as a treat when one is feel-
ing hungry, (present advisability)
13.	I have reread what I wrote about Hartley and feel moved simply
by the fact that I .......... to write it. (the Past Indefinite Tense, ability)
14.	I am not rich. My house took most of my savings. I save up
(the modal verb which has only one form, necessity)
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Essential Course
15.	“I’ll never sell this,” she had told him bluntly, “so you ... as well
forget about it. This is my home now and for all time.” (the
Present Indefinite Tense, permission)
16.	You ... or you ... not marry me, but I am not going to permit
you to marry anybody else, (the Present Indefinite Tense, permission)
17.	I’d better walk with you to the hotel. - You .. not. My car is
near, (the modal verb which has only one tense form - the Pres-
ent, necessity)
18.	You leave your windows open downstairs. You ... not, you
know, (present advisability)
19.	But did she love him? I ... to know. Was she really happy? I ...
to know, (the Past Indefinite Tense, the modal expression meaning
necessity arising out of circumstances)
20.	I had mixed feelings about ice cream until I realized that it ...
always be eaten with a cake or tart, never with fruit alone, (the
modal verb which has only one form, obligation)
2 Open the brackets using the verbs in the right tenses:
Jordache (to bake) a birthday cake and he (to come) in from the
kitchen carrying it, eighteen candles alight on the icing, and they all
actually (to sing) “Happy Birthday to you, dear Rudolph,” when the
doorbell (to ring). The sound (to stop) the song in mid-verse. The door-
bell almost never (to ring) in the Jordache house. No one ever (to come)
to visit them and the mailman (to drop) the letters through a slot.
“Who (to be) that?” Jordache (to ask).
“I (to go)," Gretchen (to say). She (to run) down the stairs as
Rudolph (to blow) out the candles. She (to be) glad that she (to be)
all dressed up and (to do) her hair that morning for Rudolph’s party.
(From Rich Man, Poor Man by I. Shaw. Abridged)
Q a) Read and translate these examples. Remember that the italicized
nouns are used only with a plural verb.
1.	Cattle are large four-legged animals which are kept on the farm
for their meat and milk.
2.	All the clergy of the town were present at the meeting.
3	The military were often called in to help the police.
4	They say the police haven’t caught him yet
5.	People who live in Wales speak in a different way from people
who live in Scotland.
6.	Swine are usually kept in a pigsty.
7.	Vermin are small animals such as rats and mice. They carry dis-
ease and damage food or crops.
b) Make up and write down your own sentences with the italicized
words from (a).
Unit V
149
VOCABULARY
Read the vocabulary list and get ready to do the exercises that fol-
low it.
The weather is the most important topic in England. Do not be
misled by those who, on the Continent, wanting to describe someone
as exceptionally dull will remark: “He is the type who would discuss
the weather with you.” In England this is an ever-interesting, even
thrilling topic, and you must be good at discussing the weather.
G Mikes
You may need the following words for opening phrases
in a weather talk:
beautiful - прекрасная
rainy - дождливая
cool - прохладная
fine - прекрасная
foggy - туманная
chilly - зябкая, прохладная
windy - ветреная
lovely*- хорошая
muddy - грязная
dull - пасмурная
slushy - слякотная
awful - ужасная
nice - прекрасная
close - душная
terrible - ужасная
wonderful - чудесная
stuffy - душная
nasty - ненастная
bright - ясная
beastly - мерзкая
sunny - солнечная
unpredictable - непредсказуемая
It looks like rain/snow/gale/thun-
derstorm. - Похоже, что будет
дождь/ снег/буря/гроза.
I hope it will keep fine. Надеюсь,
что хорошая погода постоит
(сохранится).
It’s clearing up. - Проясняется.
То change for the better/for the
worse - меняться к лучшему/
худшему (о погоде)
The sun/moon is going in. - Солн-
це/луна заходит за тучу.
The words below will be helpful when speaking of the things
that normally happen each season both on the Continent and
in Great Britain:
SPRING - ВЕСНА
in spring - весной
this spring - этой весной
early/late spring - ранняя/поздняя
весна
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Essential Course
to rise (of temperature) - подни-
маться (о температуре)
to get warm - становиться теплее
to shine (shone, shone) - светить
to melt - таять
to thaw - таять
a thaw has set in - наступила
оттепель
mud - грязь
slush - слякоть
to splash with mud - забрызги-
вать грязью
to rain - идти (о дожде)
in the rain - под дождем
to wake up (of nature) - просы-
паться (о природе)
to bloom - цвести, расцветать
to blossom - цвести, распускаться
to grow back (of leaves and buds) -
вырасти вновь (о листьях и
почках)
to open (of flowers) - раскры-
ваться (о цветах)
to be in bloom/in blossom - быть
в цвету, цвести
to burst into bloom/blossom - рас-
цвести
to get colourful - стать разноцвет-
ными
to nest - вить гнезда
a nesting season - время года, ког-
да птицы вьют гнезда
tender-green - нежнозеленый
April showers bring May flowers. -
В апреле дожди, в мае цветы.
SUMMER - ЛЕТО
a thunderstorm - гроза
a flash of lightning - вспышка
молнии
a clap of thunder - удар грома
It’s thundering. - Гремит гром.
It’s lightening. - Сверкает молния.
There has just been a thunder-
storm. - Только что была
гроза.
hot - жаркий
heat - жара
a heat wave - период сильной
жары
breeze - бриз
rainbow - радуга
hail - град
hailstone(s) - градина(ы)
to get wet through - промокнуть
to get wet to the skin - промок-
нуть до костей
to get ripe - созревать, поспевать
to pick flowers/berries - собирать
цветы/ягоды
to gather mushrooms - собирать
грибы
to shine brightly in the sky - ярко
светить в небе
to lie in the sun - загорать
to bathe in the sunlight - купать-
ся в солнечных лучах
to get sunstroke - получить сол-
нечный удар
to get suntanned - загореть
to stay in the shade - оставаться
в тени
to wear light clothes - носить
легкую одежду
to swim (swam, swum) - плавать
to bathe - купаться
to go boating/fishing/cycling - ка-
таться на лодке, рыбачить,
кататься на велосипеде
to go on holiday - ехать в отпуск,
на каникулы
to go to the seaside - ехать к морю
on the beech - на пляже
Unit V
151
AUTUMN - ОСЕНЬ
to blow - дуть
it’s blowing hard - дует сильный
ветер
fog - туман
foggy ~ туманный
early frosts - ранние морозы
to be still in leaf - быть все еще
покрытым листвой
to get cool - становиться про-
хладнее
gale - буря
blast - сильный порыв ветра
to pour - лить (о дожде)
to rain hard/heavily - идти силь-
но (о дожде)
to bucket down - лить как из
ведра
a spitting rain - моросящий дождь
a heavy shower - сильный ливень
to drizzle - моросить (о дожде)
it’s drizzling - моросит
to leave for the south - улетать
на юг
to be caught in the rain - по-
пасть под дождь
to run for shelter - бежать, что-
бы укрыться от дождя
to be overcast - быть покрытым
тучами
the sky is overcast - небо затя-
нуто тучами
grey with heavy clouds - серый
от тяжелых облаков
puddles - лужи
umbrella - зонтик
raincoat (rainproof) - плащ
an Indian summer - бабье лето
a blaze of colour - яркое пятно
harvest time - время урожая .
to harvest - собирать урожай
WINTER - ЗИМА
to get cold - стать холоднее
the sun sets early/rises late -
солнце садится рано/встает
поздно
to fall (of temperature) - падать
(о температуре)
to freeze hard - сильно подмо-
раживать
It’s freezing hard. - Сильный мороз.
to be frozen over/up (of a river.
lake) - быть замерзшим (о
реке, озере)
the lake is still frozen up - озеро
все еще сковано льдом
to wrap oneself warm - тепло ку-
таться
to be frozen to the bone - за-
мерзнуть до костей
a mild winter - мягкая зима
a severe winter - суровая зима
a Russian winter - русская зима
a white Christmas - Рождество co
снегом
white frost - иней, изморозь
black ice - ледяная корка
to slip down - поскользнуться
slippery - скользкий
it’s slippery today - сегодня го-
лолед
icicle - сосулька
to sparkle in the sun - сверкать
на солнце
There has just been a heavy snow-
fall. - Только что прошел силь-
ный снегопад.
snowflakes - снежинки
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Essential Course
a heavy snowfall - сильный сне-
гопад
to throw snowballs - бросать
снежки
to play snowballs/to snowball -
играть в снежки
to make a snowman - лепить
снеговика
to ski - кататься на лыжах
to skate - кататься на коньках
to sledge down the hills - катать-
ся на санках с горок
to go tobogganing - кататься на
санках
in hibernation - в спячке
The weather forecast plays an important role in our life.
If you don’t want to find yourself in an awkward situation,
i.e. to get wet through in the rain, to soak in the heat or
to shiver in the cold wind you must know the forecast (outlook)
for today which, depending on the season, may contain
the following:
forecast (outlook) for today/tomor-
row - прогноз на сегодня/на
завтра
according to the weather forecast -
согласно прогнозу погоды
the weather forecast says that... -
в прогнозе погоды говорится,
что ...
to be in prospect (to be expected) -
ожидаться
heavy and frequent showers - силь-
ные и частые ливни
the showers will fall as sleet or
snow - ливни, переходящие в
крупу или снег
cloudy with outbreaks of rain - об-
лачно с дождями
dry with sunny/bright spells - сухо
с периодами прояснения
average temperature - средняя тем-
пература
to ease (of frost, fog, gale, etc.) -
слабеть (о морозе, тумане,
буре и т.п.)
it’s 5 degrees below/above zero -
5 градусов ниже/выше нуля
in the shade - в тени
in the day - днем
at night - ночью
by midday - к полудню
the day is expected to be wet/win-
dy/sunny/bright - день ожи-
дается сырой/ветреный/солнеч-
ный/ясный
dry - сухой
quiet - тихий
hazy sunshine - солнце сквозь
дымку
to spread north-east/south-west
распространиться на северо-
восток/юго-запад
The weather is different in different cardinal points...
in the North - на севере
in the South - на юге
in the West - на западе
in the East - на востоке
at the Pole - на полюсе
Unit V
153
as well as on different continents...
Europe - Европа
America (South America, North
America) - Америка (Северная
Америка, Южная Америка)
Africa - Африка
Asia - Азия
Australia - Австралия
the Antarctic - Антарктида
The land is washed by numerous bodies of water: oceans, seas,
channels, straits, bays, rivers and lakes.
the Atlantic Ocean - Атлантичес-
кий океан
the Pacific Ocean - Тихий океан
the Indian Ocean - Индийский
океан
the Arctic Ocean - Северный Ле-
довитый океан
the Black Sea - Черное море
the Baltic Sea - Балтийское море
the Mediterranean Sea - Среди-
земное море
the Caspian Sea - Каспийское море
the English Channel - Англий-
ский канал (Ла-Манш)
the Strait of Dover - Дуврский
пролив (Па-де-Кале)
Trafalgar Bay - Трафальгарская
бухта
Botany Bay - залив Ботани Бей
the Volga - Волга
the Thames (the river Thames) -
река Темза
the Moskva - Москва-река
the Danube - Дунай
the Mississippi - Миссисипи
the Nile - Нил
Baikal (Lake Baikal) - Байкал
(озеро Байкал)
Aral (the Sea of Aral) - Арал
(Аральское море)
Loch Ness (Lake Loch Ness) - ,
Лох-Несс (озеро Лох-Несс)
Windermere of the Lake District,
England (Lake Windermere) -
озеро Уиндермиер
Michigan (Lake Michigan) - озе-
ро Мичиган
Here are some words which might be helpful
if you want to speak about nature around you:
FLORA ФЛОРА
vegetation - растительность
petal - лепесток
leaf (leaves) - лист (листья)
plant - растение
tree trunk - ствол дерева
to plant - сажать
root - корень
to grow - расти, выращивать
branch - ветка
shrub - кустарник, куст
bud - почка; бутон
bush — куст
grass - трава
blade of grass - травинка
154
Essential Course
Trees - деревья
birch - береза poplar - тополь ash - ясень oak tree - дуб maple - клен elm - вяз	pine tree - сосна rowan tree - рябина willow - ива fir tree - ель lime tree (linden) - липа acacia - акация
Flowers - цветы
snowdrop - подснежник carnation - гвоздика dandelion - одуванчик aster - астра daisy - маргаритка chrysanthemum - хризантема corn-flower - василек	forget-me-not - незабудка lily-of-the-valley - ландыш iris - ирис lilac - сирень violet - фиалка tulip - тюльпан dahlia - георгин
Note a few plants that commonly grow in Britain:
beech - бук heather - вереск plane (platan) - платан mistletoe - омела sweet chestnut - каштан съедобный	holly - остролист crocus - крокус rose - роза ivy - плющ daffodil - желтый нарцисс
FAUNA - ФАУНА
Wild animals - дикие животные
bear - медведь mouse (pl. mice) - мышь(и) tiger - тигр wolf (pl. wolves) - волк(и) frog - лягушка lion - лев fox - лиса elephant - слон	whale - кит hare - заяц monkey - обезьяна seal - тюлень squirrel - белка dolphin - дельфин snake - змея
Birds - птицы
sparrow - воробей robin - малиновка	swan - лебедь crow - ворона
Unit V
155
woodpecker - дятел owl — сова magpie - сорока nightingale - соловей eagle - орел	swallow - ласточка dove - голубь (одомашненный) crane - журавль lark - жаворонок pigeon - голубь
Insects -	насекомые
butterfly - бабочка fly - муха ant - муравей grasshopper - кузнечик	beetle - жук bee - пчела locust - саранча dragon fly - стрекоза
Domestic animals and birds -	домашние животные и птицы
cow - корова sheep (pl. sheep) - овца (-цы) hen - курица horse - лошадь goose (pl. geese) - гусь (-си) cock - петух goat - козел	donkey - ослик, ишак turkey - индюк rabbit - кролик ass - осел домашний duck - утка pig - свинья
Cats, dogs, hamsters, guinea-pigs, rabbits, fish, parrots
are commonly kept as pets at home.
- Do you keep a pet? - У вас есть домашнее животное?	- Yes, I keep a guinea-pig, it is my pet. - Да, я содержу морскую свинку, это мой любимец.
EXERCISES
Q Pairwork. Answer the question What is the weather like? using the
active vocabulary of the unit.
Model', a) - What is/was the weather like today/yesterday?
- How do you like the weather?
b) - The weather is lovely today.
-	Today is sunny.
-	It is windy.
-	It is nasty weather today.
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Essential Course
2 Translate and transcribe:
бук	радуга	сосулька	хлопья снега
зонт	спячка	оттепель	снег с дождем
град	ворона	цветение	облачное небо
буря	ливень	ласточка	легкий ветерок
жара	голуби	одуванчик	собирать грибы
лужи	молния	загорелый	порывистый ветер
гроза	слякоть	Рождество	промокнуть насквозь
омела	соловей	насекомые	распускаться (о цветах)
вереск	ландыш	прохладный	затяжной моросящий дождь
сирень суровый
1)	a shower (of rain)
2)	drizzle —
3)	a mist \
4)	a breeze
5)	sleet
6)	gale
7)	a blast
8)	hail
9)	slush
10)	fog
11)	a thaw
12)	snow
13)	a rainbow
14)	white frost
15)	a spell
EE Read and translate
the italicized words
Q Match the words on the left with their definitions on the right:
a)	a strong and violent wind
b)	frozen raindrops falling from the sky
c)	strong, sudden rush of wind
d)	a brief fall of rain
e)	rain in many small fine drops (fine rain)
f)	(of snow and ice) begin to melt
g)	falling snow or hail mixed with rain
h)	water vapour in the air less thick than fog
i)	a gentle wind
j)	frozen vapour falling from the sky in soft
white flakes
k)	arch containing the colours of the spectrum
formed in the sky opposite the sun in the
rain
1)	vapour suspended in the atmosphere, thickei
than mist and difficult to see through
m)	a period of time
n) melting dirty snow on the ground
o) frozen coating of vapour on the ground,
roofs, plants, etc.
these sentences into Russian. Learn the usage of
and phrases. Make up and write down your own
sentences with them.
1.	A blast of hot air came from the oven.
2.	The ship lost her masts in the gale.
3.	It hailed during the morning.
4.	Let’s go skating before a thaw sets in.
5.	There were bad fogs in this area in winter.
6.	Leave frozen food to thaw before cooking it.
7.	We heard a loud crash (a long roll) of thunder.
Unit V
157
8.	Don’t go out in the rain.
9.	There was a heavy rainstorm last week.
10.	The rain poured down.
11.	It was sleeting yesterday.
12.	The rainstorms caused floods in low-lying areas.
13.	The pond was frozen over.
14.	It was a bright cold day, the ground was covered with sleet.
15.	I took my dog for a walk along the frozen stream.
16.	The windscreen of my car frosted over during the night
Ш Explain the difference between:
drizzle and shower
breeze and blast
hail and snow
E Say in other words:
outbreak: ___________________
shower: _____________________
normal temperature:
to be expected: 
E Translate and transcribe:
градус
ноль
ослабевать
по прогнозу
прогноз погоды
временами дожди
mist and fog
gale and blast
sleet and snow
a roll of thunder:
to melt' ____________
bad frost: __________
melting dirty snow:
временами солнце
средняя температура
ожидается (two words)
сильные, частые ливни
дождливо с прояснениями
осадки в виде дождя или мокрого снега
ЕЕ Insert the articles where necessary. Translate the sentences into Rus-
sian:
1.	Another ... very windy day is in .. prospect.
2	... gale winds are in . . prospect over ... most of British
Isles.
3.	... strongest winds will be in ... north and will ease later in .
day.
4.	... day is expected to be cloudy with ... outbreaks of ... rain.
5.	... Southern England will be mostly dry with ... sunny spells.
6.	... temperature will be near ... average in ... North of ... Brit-
ain.
7.	... Scotland will have ... sunny spells and showers.
8.	... heavy frosts will ease over ... North-West Scotland.
9.	... temperature is a little below ... normal in ... North and a
little above ... normal in ... South.
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Essential Course
ГР Fill in the blanks using the words from the box:
sunny spells, average, to thaw, snowfall, in the fog, wet through,
gale, heat, shade, in the rain, pouring, early, cool, drizzling, sun,
degrees, below zero, weather forecast, prospect, below, sunshine and
showers, heavy, dry, rain
1.	It usually begins ... in ... spring.
2.	It’s dangerous to drive in the ... .
3.	There was a heavy ... in the morning.
4.	It’s ... cats and dogs, you will get ... through.
5.	I can’t stand ..., so I prefer ... weather.
6.	- What is the ... temperature in winter in the Moscow region? -
It varies from 5 to 15 .........
7.	According to the .... for today the day will be ... with ... spells.
8.	Yesterday we had a mixture of ... and ... .
9.	... frosts are in ... in the afternoon.
10.	I’m sick and tired of ... .
11.	The ... had broken the window and the fence and the farmer was
fixing them.
12.	It is 32 degrees in the .... What is the temperature in the ..., I wonder?
13.	He sheltered from the ... under the tree.
EE Translate into English:
1.	Он не знает прогноза на завтра.
2.	Ожидаются ливневые дожди с грозами.
3.	По прогнозу будет облачно с дождями.
4.	Завтра временами кратковременные дожди.
5.	В понедельник дождливо с прояснениями.
6.	Сильные снегопады ожидаются в конце января.
7.	Ранней весной и поздней осенью часто идет мокрый снег.
8.	Смотри, снег падает крупными хлопьями.
9.	Сильные и частые ливни могут погубить урожай в этом году.
10.	Не сиди на жаре, можешь получить солнечный удар.
11.	Какая температура в тени?
12.	Сегодня очень жарко, и можно хорошо загореть и в тени.
13.	Было приятно гулять под дождем.
14.	По прогнозу завтра сухо и ветрено, не правда ли?
15.	Смотри, дождь льет как из ведра.
16.	Позавчера шел сильный снег.
ш Correct the false statements. Use the words from the Reminder (see
below) in your replies.
1.	Snow melts in midsummer as a rule.
2.	It’s easy to drive with slush on the road.
3.	A breeze is a sudden strong rush of wind.
Unit V
159
4.	You can distinctly see lightning in the clear blue sky.
5.	The average summer temperature in Moscow is 5 degrees below zero.
6.	People like to stay indoors in fine weather.
7.	It is often sleeting in August in the South.
8.	The first snowdrops appear in December
9.	The Volga is the longest river in Asia.
10.	Apple trees are usually in blossom in midwinter.
11.	Mistletoe is an evergreen plant with small white berries used as
an Easter decoration.
Reminder: I’m afraid you’re mistaken.
Nothing of the kind.
Just the other way round.
I don’t think you are right.
By no means.
You can’t be serious.
I’m afraid I don’t agree.
Surely not.
You must be joking.
[E a) Read the poem.
THE SEASONS
Oh, do you remember
When springtime was here,
The snowdrops and catkins,
The bird-songs so clear?
Oh, do you remember
The long summer hours,
The hum of the bees
And the scent of the flowers?
And do you remember
When autumn came round,
How leaves red and yellow
Lay thick on the ground?
But now it is winter,
The branches are bare;
There’s ice on the puddles
And frost in the air.
I played in the sunshine,
I play in the snow,
And which is my favourite?
I really don’t know.
by Ivy Russel
160
Essential Course
b)	Write out of the poem English equivalents for the following:
капель	гомон
на солнце	сережки
голые ветви	жужжание
любимый	замерзшие	лужи
аромат	лежать толстым слоем на земле
с)	Say why it is rather difficult to answer the question Which is your
favourite season?
EE Answer these questions:
1.	What was the weather like yesterday?
2.	How often does it snow in Moscow in November?
3.	Do you like to walk in the rain? Why?
4.	What was the Russian winter like some ten or twenty years ago?
What is it like now?
5.	It’s a lovely day today, isn’t it?
6.	Is there much snow in the street now?
7.	Which season do you prefer? Why?
8.	What is the weather forecast for tomorrow?
9.	What is the most suitable weather for a picnic?
10.	Why do people take their umbrellas with them?
11.	Do you ever try to forecast the weather?
12.	Do snowfalls favour harvests or do they ruin them?
ш Speak about the four seasons of the year. Use the words from the
Vocabulary.
EH Translate and transcribe:
часть света	Африка	Средиземное море
восток	Австралия	Атлантический океан
север	Антарктида	пролив Ла-Манш
юг	Дунай	пролив Па-де-Кале
континент	Темза е	Трафальгарский пролив
Европа	Нил	озеро Уиндермиер
Азия	Тихий океан	озеро Мичиган
FV1 Correct these false statements:
1.	The English Channel separates the British Isles from Africa.
2.	Polar foxes live in Asia.
3.	The largest continent is North America.
4.	The Thames is the largest river in Europe.
5.	Lake Baikal is a reserve of sea water.
6.	The Mediterranean Sea is in the south of Russia.
Unit V
161
7.	Windermere is one of the most beautiful lakes in France.
8.	Loch Ness is famous for its size.
9.	The south of Russia is washed by the Pacific Ocean
10.	The Arctic Ocean is in the south.
11.	The Battle of Trafalgar Bay was won by Napoleon
12.	The Strait of Dover is a very wide stretch of water.
13.	Botany Bay washes the coast of Spain.
14.	The Nile is the shortest river in Africa.
15.	The name of the sea between Africa and Europe is the Baltic Sea
P71 Translate into English:
1.	Озеро Уиндермиер находится в Озерном крае в Англии При-
рода здесь очень живописна и привлекает тысячи туристов.
2.	Трафальгарский пролив, расположенный на юге Атлантическо-
го побережья Испании, был местом знаменитой битвы между
флотом Англии и флотом Испании и Франции.
3.	Пролив Па-де-Кале довольно узок, его ширина всего 32 ки-
лометра. В 1994 году под ним был прорыт подземный тун-
нель, соединяющий Францию и Великобританию.
4.	Ла-Манш отделяет Великобританию от Европы
5.	Озеро Лох-Несс в Шотландии знаменито своим чудовищем по
имени Несс. Местные жители считают, что оно приносит им
удачу, хотя никто его никогда не видел.
6.	Трмза - самая длинная река в Англии.
7.	Теплый климат Средиземного моря привлекает туристов со
всего света.
8.	Байкал - самое глубокое озеро в Европе.
9.	Каждый русский школьник знает, что Волга впадает в Кас-
пийское море, а Дунай - в Черное море.
10.	Мои родители поехали в отпуск в Италию, чтобы позагорать
и поплавать в Средиземном море
ЕЕ Translate and transcribe:
фауна	хризантема	осел (/ио words)	стрекоза
ветвь	бук	сорока	бабочка
береза	вереск	сова	белка
одуванчик	остролист	голубь (two words)	медведь
ландыш	плющ	ласточка	обезьяна
рябина	омела	журавль	дельфин
мимоза	нарцисс	еж	животное
сирень	лебедь	хомяк	насекомое
гвоздика	гусь	муравей	
георгин	корова	жук	
акация	ворона	саранча	
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Essential Course
FT1 Complete these sentences:
1.	I would like to keep a pet, a ... for example.
2.	... are honey producers.
3.	... and ... help keep sanitary balance in a forest.
4.	You can see an ..., a ..., a ..., a ... and a ... in the Zoo.
5.	... sing better than ... and ... .
6.	... and ... don’t leave for the South in autumn
7.	A ... is very convenient as a pet. It is small and undemanding
8.	..., ..., ..., .. and are domestic animals; . , ..., ..., ..., ..., ... and
... are wild animals.
9.	Some . spread diseases and may be dangerous for man’s life
10.	No wonder that an elephant’s nose is called a ...; it really looks
like a tree .. .
11.	There are rows of ... at the Mausoleum in Red Square.
12.	On Palm Sunday, a week before Easter Holiday some Russian
people decorate their homes with branches of ... trees.
13.	Branches of ... are traditionally used as a Christmas decoration in
England.
14.	A .. is a symbol of peace and concordance
ш Answer these questions:
1.	When do catkins appear on the trees7
2.	What is the colour of dandelions?
3.	Can you describe a crocus?
4.	Have you got any pot plants at home?
5.	Have you ever picked snowdrops?
6.	What kind of weather favours vegetation?
7.	How is clover used?
8.	Do birches and willows grow in your neighbourhood?
9.	When were you first presented with a bunch of roses?
10.	Which insect do people compare a hard-woiking person to?
11.	When do tulips and daisies bloom in the Moscow Region?
12.	Why are some types of plants and animals included in the Red
Book?
13.	What plants have been included in the Red Book?
ES Translate into English:
1.	Ранней весной в Москве все еще прохладно.
2.	В этих горах почти нет растительности.
3.	Многие не любят раннюю весну из-за слякоти и грязи под
ногами
4.	Я люблю свой сад в цвету в середине весны
5.	Как можно усидеть дома в такую чудную погоду!
6.	Зима в этих краях очень мягкая и малоснежная.
Unit V
163
7.	Смешной снеговик был сделан за пять минут.
8.	Настоящая русская зима - суровая, с сильными морозами и
вьюгами.
9.	Скоро небо прояснится и мы сможем выйти на улицу.
10.	В конце лета созревает зерно (хлеба).
11.	Бабье лето - это две недели сухой и теплой погоды в сентябре.
12.	Пришла зима; деревья стоят голые в саду, озеро замерзло и
очень холодно.
13.	Ты помнишь жужжание пчел и запах цветов весной?
14.	Первая оттепель обычно наступает в марте.
15.	Говорят, в вашей стране осень всегда очень сырая Это верно?
16.	На юге Англии ветрено в любую погоду
17.	Ветры с Атлантического океана приносят дожди, благоприят-
ные для растительности.
18.	Зимой снег в лесу лежит толстым слоем на земле и ветвях
деревьев.
19.	Трудно сказать, какое время года я люблю больше всего.
20.	По прогнозу завтра сухо и тепло, средняя температура дня 14
градусов выше нуля
TEXT-BASED ACTIVITIES
Before reading the text below
nounce the following words:
make sure you know how to pro-
nation [’neifn]
present ['preznt]
common ['knman]
carol ['kaeral]
normally ['nozmali]
reserved [ri'z3:vd]
to approach
Guy Fawkes
to guarantee
background
unpredictable
Harrods Dept.
(department)
[a'prautf]
[gai'fo:ks]
Lgaeran'ti:]
['baekgraund]
[.Anpri'diktabl]
['haeredz]
Store
to appear [a'pia]
to create [kri'eit]
especially [i'spejali]
antifreeze ['aentifri:z|
to criticise ['kritisaiz]
Blackpool ['blaekpu:!]
LET’S TALK ABOUT THE WEATHER
In a nation full of different people living in different areas
with different backgrounds one thing that is common to all is
the unpredictable weather. This is one of the main reasons why
the normally reserved British find the weather such a useful
topic of conversation. So what do they find so interesting to
talk about?
164
Essential Course
Let us begin with spring. Spring in England generally ar-
rives by March. By this time the first buds are usually ap-
pearing on the trees and the gardens are once again beginning
to get more colourful with crocuses and daffodils. The famous
“April showers” - one minute rain, the next minute sun - also
usually begin in March which allows the British to remark how
strange it is that the showers are so early.
As the unpredictable spring weather moves into the even
more unpredictable summer weather the Great British public
try to forecast whether the summer months will be hot or not
Almost everyone wants to believe that August - the holiday
month - will be fine but at the same time many of them will
spend their holiday abroad. Those who don’t go abroad will
often go to the popular seaside resorts such as Blackpool in
the North and Brighton in the South - a suntan is never
guaranteed but the sand and the sea provide plenty of enter-
tainment for all.
As autumn approaches and the days grow shorter the
British once again begin to guess what kind of winter lies
ahead. Will it be mild, will there be lots of snow, is it worth
buying some antifreeze for the car? If they are lucky there
might be an Indian summer - plenty of warm days stretching
to the end of September - this gives the people who have to
go back to work in the cities a lot to grumble about.
Autumn is a beautiful time of year with the changing col-
ours of the leaves, with its traditional Guy Fawkes night and
roasted chestnuts on open log fires. It passes too quickly and
before the people know what’s happening winter arrives and
Christmas is just around the corner. The weeks leading up to
the 25th are spent buying presents and going carol singing.
There is always far too much food to eat on Christmas day
but for some reason the British do not complain about this.
Only the weather is criticised, especially if there is no snow on
Xmas day to create the traditionally White Christmas.
In January the public go out in the often cold winds and
rain to make their way to the famous January Sales. Some
shops like Harrods Dept. Store are so popular and have such
large reductions that some people camp out over Xmas in
front of the shop in order to be first in the queue when the
shop is open. They are probably among the few in Britain
who won’t complain about a mild winter!
Unit V
165
ED Find in the text English equivalents to the following:
снег на Рождество
предсказать погоду
совсем рядом/близко
по той или иной причине
популярный морской курорт
становиться ярким от цветов
проводить отпуск за границей
ворчать/жаловаться по поводу
ходить и распевать рождественские
гимны
загар
обеспечить
как правило
приближаться
тема разговора
направиться в/к
непредсказуемый
что ждет впереди
выходить из дома
Give the four forms of the following verbs:
	находить начинать проводить становиться	ехать	знать	замерзнуть
		расти	давать	вести
		покупать петь	лить
		лежать	есть
EE	Translate into words: очередь город подарок бутон	English and give the plural form of the following месяц	крокус	край лист	курорт	местность день	минута	волк ветер	нарцисс
EH	Search the text season short rain fortunate	for synonyms of the given words: to foretell to come up to (near) to go in the direction of
	sun-burnt complexion	to give the right answer territory	to speak about to make	
EE	Search the text cold closed late many dull to enjoy to praise	for antonyms of the following words: a severe winter	emotional behind the shop	different a long way from here	little snow few warm days	little food small reductions	unknown to stay at home	to freeze to grow longer
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Essential Course
FF! Match the left and right columns:
1)	unexpected, that cannot be forecast
a) lucky
2)	person’s past experiences, education, etc	b) entertainment
3)
4)
5)
6)
7)
8)
9)
10)
H)
12)
13)
14)
15)
16)
to
to
to
to
to
fortunate
say in advance what is likely to happen
promise
give, to supply
come near---------------------------
happen in future
c)
d)
e)
0
g)
approach
queue
complain
background
grumble
a period of calm, dry weather in late autumn
to complain or protest in a bad-tempered way
to say that something is wrong, that one is
not satisfied
a line of people waiting for their turn (to get
on a bus, to buy smth)
known widely, having fame
brown colour of sunburnt skin
a public performance (at a theatre, circus, etc.)
to come
h)	unpredictable
i)	suntan
j)	lie ahead
k)	provide
I)	guarantee
m)	arrive
n) Indian summer
o) forecast
p) famous
Answer these questions about the text “Let’s Talk About the
Weather”:
1.	What is common to different people in different areas?
2.	Why do the British find the weather a useful topic of conversation?
3.	What do the British remark about spring?
4.	Why are the British public especially interested in the weather
forecast in summer?
5.	How do the British spend their holiday?
6.	What do the popular seaside resorts provide for the holiday-
makers?
7.	What problems arise before the British as autumn approaches?
8.	Why do some British people grumble about the weather in
autumn?
9.	What makes people feel that Christmas is just around the corner?
10.	What are the British preoccupied with in December9
11.	When is the weather especially criticised in winter?
12.	Do you think it is worth camping out in front of the shop in
the cold winds and rain? Why?
13.	What do the British grumble about in winter, in summer and in
spring?
EE a) Write out of the text the words that describe the four seasons.
b) Retell the text using the topical vocabulary.
Unit V
167
ЕЕ Read and translate the following fragment. How does it characterise
human nature?
It always is wretched weather, according to us. In summer time
we say it is stifling; in winter that it is killing; in spring and autumn
we are not satisfied because it is neither one nor the other. If it is
fine, we say the country is being ruined for want of rain; if it does
rain, we wish for fine weather.
ES Find a small fragment from a book describing weather and present it
in class with your commentaries.
EE Translate these sentences into English following the model.
Model". Стбит купить немного антифриза для машины - зима в
этом году будет суровая.
It is worth buying some antifreeze for your car: this winter
is going to be severe.
1.	He стбит покупать много вещей сейчас, через месяц в универ-
маге будет распродажа.
2.	Стбит посетить знаменитый универмаг в центре города, хотя
там много народу перед Рождеством.
3.	Не стоит ехать в этом году на побережье - зима будет мяг-
кая и без снега.
4.	На Рождество стоит послушать хоровое пение.
5.	Здесь стбит остаться еще на две недели, вот-вот начнется ба-
бье лето, очень красивое время года в этих местах.
6.	Я думаю, стоит поехать в отпуск за границу, так как лето в
Москве обещают холодное и дождливое.
7.	Стоит ли покупать новую машину в этом году?
ЕЕ Rewrite these sentences according to the model.
Model: The British think that the weather is a useful topic of con-
versation.
The British find the weather a useful topic of conversation.
1.	She thinks that the article is hard to translate.
2.	We liked the place, we thought it was convenient for a camp.
3.	The parents thought that the price was reasonable and soon they
bought the house.
4.	We didn’t like his behaviour, it was very rough.
5.	In his opinion the climate in our country is harmful for his health
6.	Everybody liked the joke as it was really amusing.
7.	He said that the picture was very impressive.
8.	The mother remarked that the daughter’s new skirt was rather
short.
168
Essential Course
9.	Tim said that the present we were going to give to our cousin
was quite suitable.
10.	Mother said that the dinner I had cooked was very good.
11.	To my mind the floor is not clean enough.
EE Translate into English paying special attention to prepositions:
1.	По каким-то причинам поезд не прибыл на станцию вовремя.
2.	К марту снег растаял и на деревьях появились первые почки.
3.	В прошлом году на Рождество было много снега и детям бы-
ло очень весело.
4.	Весна в Англии обычно наступает в марте.
5.	В конце концов мне повезло, и я нашел ключ возле гаража.
6.	Семья моего брата прибыла к началу декабря.
7.	В день рождения Энн ее друзья собрались перед ее окном и
громко спели «Счастливого тебе дня рождения»
8.	К марту в садах и парках Лондона расцветают крокусы и
нарциссы.
9.	В курортных городах всегда много развлечений для публики
Одно только никогда точно не известно, будет ли хорошая
погода.
10.	Весной наш сад становится ярким от тюльпанов, сирени и
нарциссов.
ЕЛ Make the right choice according to the model.
Model'. ... the weather is such a useful topic of conversation
... spring showers are so early this year.
1.	The road was ... narrow that it was difficult for two cars to pass
each other.
2.	The weather was ... warm that I didn’t need a coat.
3.	It is ... a long way from your house to the station.
4.	The water was ... very dirty that we decided not to go swimming
5.	The food at the hotel was ... bad, I’ve never eaten ... awful food.
6.	It was ... a boring film that 1 fell asleep in the middle of it.
7.	The wind was ... strong that it was difficult to walk.
8.	Everything seems ... expensive these days, doesn’t it?
9	There were ... many people in the room that we couldn’t move
10.	The leaves on the trees are ... bright in autumn.
11.	The holidays passed ... quickly.
12.	She often criticised her mother’s views, she found them ... old-
fashioned.
13.	Your new friends are ... nice people.
14	This is ... difficult work that I will never finish it.
15.	The sun shone ... brightly yesterday morning that I thought
spring had come at last.
Unit V
169
ЕЕ Translate into English:
1.	Смотри, идет полиция, она собирается кого-то арестовать.
2.	«Может быть люди в этом доме пожалеют меня», подумал
Оливер. «А если нет, то лучше умереть возле людей, чем в
открытом поле»
3.	Зачем, интересно, его разыскивает полиция?
4.	Молодежь со всей округи привлекают страшные рассказы это-
го старика.
5.	Летом публика предпочитает уезжать из Лондона в Европу,
где погода теплее и более устойчива.
6.	Полиция гарантирует безопасность всех людей, проживающих
в этой гостинице.
7.	Публике разрешено присутствовать на этой красочной цере-
монии.
8	Полиции известно об украденных деньгах.
9.	Этих денег недостаточно на покупку такого дорогого подарка.
10. В горах северной Шотландии мало растительности.
11 Ваши знания в этой области довольно поверхностны.
12. Мне не нравится эта газета, в ней мало новостей.
ЕЕ a) Read and retell the two descriptions of seasons composed by teen-
age English children:
Spring
In spring, the buds blossom and the flowers once again begin to
bloom and the leaves grow back on the trees - green and fresh. The
baby lambs are born in spring and so are the birds. It is the season
for all new life. The weather begins to get warmer, the days get
longer. Clocks go forward in spring to help the farmers with their
work. Farmers plant their crops for the coming year. People begin to
look forward to Easter.
Autumn
In autumn the weather is fairly cold. The leaves on the trees die
and fall to the ground. We put our clocks back and the days get
shorter. It begins to rain quite a lot and the days get colder. We
have bonfire night on the 5th November when we have bonfires and
fireworks. The centre of town gets decorated with lights and trees
ready for Christmas.
Farmers harvest their fields. We have Halloween on the 31st Oc-
tober when people dress up as witches, ghosts, etc. and carry lanterns
round the streets knocking on people’s doors and asking for pennies
and candy.
b) Say what you know about the holidays mentioned in the texts.
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Essential Course
m Speak about spring and autumn. Make your descriptions as informa-
tive as those above. Use the following phrases:
всё обновляется	переводить часы вперед/назад
сеять хлеб	с нетерпением ждать чего-л.
украшать чем-л.	дни/ночи становятся длиннее/короче
распускаться (о листьях) собирать урожай с полей
ЕЕ a) Read and translate the text:
Weather Wisdom
Some people watch ants for weather clues. Anytime you see
ants industriously building huge mounds around their holes, prepare
for rain.
Bees give weather clues, too. They are usually active several
hours before a rain, but as humidity increases they return to their
hives.
Other insects are also good humidity indicators Butterflies usu-
ally flit from flower to flower all day long. When they suddenly
disappear and can be found hiding on tree trunks or on the under-
side of leaves, they are seeking shelter to protect their fragile wings
from a hard rain.
People say when fireflies are about in large numbers, the
weather will keep fine for the next three days.
And if you hear lots of locusts singing, you can be sure the
air is dry.
Plants are also humidity indicators. Just before a rain many
flowers - like the daisy, dandelion and tulip - close their blossoms.
By learning to read weather signs you can get a few hours ad-
vance warning if a storm is ahead. It may keep you from getting
wet in the rain.
b)	Write English equivalents for the following:
наблюдать за кем-л., чтобы предска-
зать погоду
за несколько часов до дождя
указывать на погоду
указывать на дождь, влажность
порхать с цветка на цветок
нежные крылья
защищать от дождя
скапливаться
светлячок
цветки растений
прятаться под листьями
Unit V
171
уберечься от дождя (не промокнуть) предупредить заранее
искать укрытие от дождя
с)	Answer these questions:
1.	What weather clues do some insects give?
2.	How do some plants behave some time before rain?
3.	What makes people think that the weather may keep fine for
several days?
4.	Have you ever watched any insects, birds, animals or plants for
weather clues?
5.	Why do people think that it is useful to know how to read
weather signs? (useful to be weather-wise9)
6.	Have you ever got a few hours advance warning against a storm
or a rain ahead?
ГЛ Fill in articles where necessary:
1.	As he set ... things on ... table there was ... vivid flash of ...
lightning and ... clap of ... thunder almost overhead.
2.	It was ... fine sunny morning with ... scent of ... lilac.
3.	... weather had changed and ... spring was announcing itself. ... ail
was warm and there were little white clouds high in ... blue sky
4.	I love ... autumn. It’s so much richer than ... spring.
5.	... sky was unclouded and ... air was hot and bright, but ...
North Sea gave it .. pleasant tang so that it was ... delight just
to live and breathe.
6.	One of ... pleasant features of that summer which I remember so
vividly was ... weather which was sunny and mild, flower-
fragrant, almost as if ... days had been arrested in ... seemingly
perpetual springtime.
7.	It was ... winter, ... season that suited her best.
8.	... snow was still falling but more slowly. There was no ... wind,
and ... large flakes fell solemnly, purposively, as if just released
from ... huge hand.
9.	It was cold but crisp and sunny. It was ... beautiful day for
January, spring-like in its clear freshness
10.	... sea which lies before me as I write glows rather than sparkles
in ... sunshine. Near to ... horizon it is a luxurious purple. At ...
horizon it is indigo.
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Essential Course
SPEAKING PRACTICE
THE WEATHER
Examples for
conversation
For Good Weather
-	Lovely day, isn’t it?
-	Isn’t it beautiful?
-	The sun ...
-	Isn’t it gorgeous?
-	Wonderful, isn’t it?
-	It’s so nice and hot ...
- Personally, I think it’s so nice when it’s hot - isn’t it?
-	I adore it - don’t you?
For Bad Weather
-	Nasty day, isn’t it?
-	Isn’t it dreadful?
-	The rain ... I hate rain...
-	I don’t like it at all. Do you?
-	Fancy such a day in July. Rain in the morning, then a
bit of sunshine, and rain, rain, rain, all day long.
-	I remember exactly the same July day in 1936
-	Yes, I remember too.
-	Or was it in 1928?
-	Yes, it was.
-	Or in 1939?
-	Yes, that’s right.
Now observe the last few sentences of this conversation. A
very important rule emerges from it. You must never contra-
dict anybody when discussing the weather. Should it hail and
snow, should hurricanes uproot the trees from the sides of the
road, and should someone remark to you: “Nice day, isn’t it?” -
answer without hesitation; “Isn’t it lovely?”
Unit V
173
Learn the above conversations by heart. If you are a bit
slow in picking things up, learn at least one conversation, it
would do wonderfully for any occasion.
If you do not say anything else for the rest of your life,
just repeat this conversation, you will still have a fair chance
of passing as a remarkably witty man of sharp intellect, keen
observation and extremely pleasant manners.
(From: How to Be an Alien by G. Mikes)
following words and translate them into Russian:
uproot
hesitation
contradict
the
Ш Transcribe the
exceptionally
remarkably
emerge
EE Find English equivalents for
остроумный
интелл игентн ы й
вырвать с корнем
заучивать наизусть
противоречить кому-л
этого будет достаточно
ее Answer these qucstions:
thrilling	witty
intellect	extremely
following:
медленно (плохо) усваивать
отсюда следует важное правило
уметь хорошо говорить о погоде
сойти за .. (произвести впечатление)
вечно интересная и захватываю-
щая тема для разговора
1.	How do some people describe an exceptionally dull person? Do
you share this opinion?
2.	What is the important rule in talking?
3.	How can you pass as a remarkably witty person of sharp intel-
lect and extremely pleasant manners?
4.	Why must you not contradict anybody in discussing the weather?
5.	Do you take the above recommendations seriously? Why?
6.	When do you think people usually discuss the weather like in the
above dialogues?
E Learn the dialogues about weather by heart.
ЕЯ Make up a weather dialogue of your own. The words below may be
useful:
in such fine/splendid/beautiful/nasty/awful weather
it’s snowing/drizzling/pouring
it looks like rain/gale/storm
What does the weather forecast say?
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Essential Course
Г71 Translate the following sentences into English using the active vo-
cabulary of the unit:
1.	Англичане считают, что человек должен хорошо уметь гово-
рить о погоде.
2.	Для фермеров погода - самая важная и всегда интересная те-
ма для разговора.
3.	Если будет град, нам придется остаться в городе.
4.	В этом районе бурей вырвало с корнем несколько деревьев.
5.	Не колеблясь, он ответил, что согласен поехать на север не-
медленно.
6.	Моя тетя не любит, когда говорят о погоде, она считает это
скучной темой.
7.	Если кто-нибудь заметил в разговоре с вами, что погода се-
годня замечательная, не возражайте, даже если идет пролив-
ной дождь. Если вы противоречите собеседнику, он может по-
считать вас невоспитанным.
8.	Он любит поговорить о погоде и о всяких прочих пустяках.
9.	Мне было трудно выучить наизусть две страницы текста.
10.	Если вы выучите только одно это правило и будете поступать
в соответствии с ним, то сможете сойти за очень умного и
воспитанного человека.
11.	«Ваш сын медленно усваивает материал, поэтому он должен
заучивать наизусть как можно больше текстов», - сказал учи-
тель. Отец мальчика не согласился с ним.
12.	Этот костюм прекрасно подходит для любого случая и для
любой погоды.
13.	Не противоречьте ей, когда она говорит о погоде Лучшим
вашим замечанием будет «Прелестно, не правда ли?» или «Да,
ужасный день».
14.	Я был рад познакомиться с таким остроумным, воспитанным
человеком.
F71 Read the dialogue with a fellow student:
Here and There
L: Hallo, Becky! You are looking very brown!
B: Yes, it’s very hot in Moscow at the moment. I heard there was
a heat wave and everybody is sunbathing. People link Russia
with snow and ice, but that’s just not true.
L: I remember you told me in your letter that it was very cold,
didn’t you?
B: Yes, but it was in winter, the temperature went down to -25°
(minus 25 degrees Celsius). It was cold and the snow was up to
our knees. There were a couple of snow storms when you
Unit V
175
couldn’t go out because the snow was falling so thickly that it
was difficult to breathe and the wind could knock you down.
That’s what is known as a proper Russian winter - bitter, severe
and beautiful.
L: Oh, but how did you survive?
B: The Russian central heating is very effective.
L. So you weren’t cold at night? As you know I am always cold.
And even in summer I have to use my electric blanket.
B: Poor thing! And what was the winter like here, in Southampton?
L: Oh, even you couldn’t believe how wet this winter was. I always
wore my wellies. There were strong gales which destroyed many
trees. Our house suffered from the storm, several window frames
were broken.
В Oh, how dreadful! I hope that was all that was damaged.
L: Not all! My umbrella turned out of my hands and was blown
into the dirty puddles.
В Don’t worry. I was just going to give you an umbrella as a
birthday present.
L: Oh really? That’s very nice of you.
EE Transcribe the following words:
minus
to breathe
survive
effective
Southampton
wellies
destroy
damage
EF. Cive the four forms of the following verbs:
to fall	to wear	to blow
to destroy	to break	to buy
Find English equivalents for the following:
ходить в резиновых сапогах
связывать одно с другим
снизиться до -10° / подняться до +5°
доходить до колен
снежная вьюга, метель
сильный снегопад
ветром вырвало из рук зонтик
то, что называется «настоящая русская зима»
выжить
жара
пострадать от бури
потерпеть ущерб
поломать деревья
сбивать с ног
нет худа без добра
ЕУ1 Learn the dialogue of Ex. 53 by heart and perform it in class.
EE Make up a weather dialogue of your own.
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Essential Course
EE Translate into English paying attention to the Passive Voice construc-
tions:
1.	Несколько окон в доме было разбито ветром.
2.	Мой зонт отнесло ветром на самую середину лужи.
3.	Если будет холодно ночью, включи электрическое одеяло, и
ты быстро согреешься.
4.	Мне сказали, что в вашем районе во время бури было выво-
рочено с корнями много старых дубов и поломаны живые из-
городи.
5.	Боксер получил нокдаун и проиграл бой.
6.	- Когда был куплен этот портрет? - Его не покупали. Мне
подарили его на день рождения в прошлом году.
7.	Тебе ведь дали эту книгу всего на два дня, а ты держишь ее
уже две недели.
8.	Когда будет закончен ваш новый роман?
9.	Теплую одежду отправили вовремя, поэтому никто не замерз-
нет зимой.
10.	Когда будет поставлена эта пьеса в вашем театре?
11.	Пирог разрезали на несколько частей и дали каждому, кто
был приглашен.
12.	Смотри, нарциссы посажены и кусты подстрижены.
13.	Какой сюрприз! Замок починили и дверь покрасили.
оз a) Read the dialogue with a fellow student.
A Winter’s Evening in February
It is a winter’s evening in February and Mr and Mrs. Howard are
sitting in front of a blazing fire in their sitting-room.
Mrs. Howard: By the way, what’s happened to George? I haven’t seen
him for weeks.
Mr. Howard: Oh, George’s gone to Scotland for the winter sports.
Here’s a card from him; it came this morning. (Reads)
“Greetings from Carrbridge. Wish you were here.
George.”
Mrs. H.: And I wish we were there too. It must be wonderful.
We’ve had no snow since that one fall at Christmas
and it soon melted away.
Mr. H.: Yes, the winters seem to get milder every year. When I
was a boy we used to have two feet of snow for weeks
on end. Ponds were frozen and people used to go
skating every evening and at weekends.
Mrs. H.: And how the children love snow! They take their
sledges out and go tobogganing at the first opportunity.
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177
Mr. H.: There’s nothing much for the children to look forward
to at the present - just fog and sleet I think I’ll put
some more coal on the fire. It’s dying down a little
Mrs. H.: And draw the curtains, dear. Let’s shut out this awful
weather.
Mr. H.: (goes to the window) Well, what a surprise! It’s snowing
hard. We didn’t have much of white Christmas but, with
luck, we may still get some skating if it freezes hard.
(From: English Monthly)
b)	Find English equivalents for the following phrases and use them in
sentences of your own:
высокие сугробы	если сильно приморозит
зимы становятся все мягче	если повезет
один раз шел снег на Рождество
поехать куда-л., чтобы заняться зимними видами спорта
с)	Present the dialogue above as a story. Use indirect speech. Begin
your story with
“On a winter’s evening in February Mr. and Mrs. Howard are
sitting in front of a blazing fire in their sitting-room. Mrs Howard
wonders what’s happened to George ...
d)	Speak about seasonal sports and games which very often depend’ on
the weather. Use the model.
Model'. - If there is much snow you can ...
- If it’s dry ...
- If the weather keeps fine ...
ш a) Read the conversation and explain the meaning of the modal verbs
used in it.
Betty and Her Daddy
Belly: Moy I go to the pictures tonight, Dad?
Daddy: Yes, you may.
Betty: And may I stay out a little longer than usual?
Daddy: No, you may not. You must be back by nine.
Betty: But Robert will be seeing me home. You needn’t worry.
Daddy: I don’t want Robert to come here every day. You ought to be
working harder. You oughtn't to go out so often. Besides,
Robert hasn’t graduated yet. He, too, ought to work harder
than he does
Betty: Robert is very clever He doesn’t have to work much to pass
his exams. By the way, may I invite him to our party next week?
Daddy: No, I don’t want too many strangers. It’ll be a family party.
(From: Do-It-Yourself English)
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Essential Course
b)	Give English equivalents for the following:
много работать (заниматься)	проводить домой
пригласить на вечеринку	закончить школу
вернуться домой к девяти часам	волноваться
задержаться подольше (прийти домой попозже)
с)	Say whose side you take, Betty’s or Daddy’s? Why?
d)	Retell the conversation in indirect speech.
e)	Make up a dialogue of your own. Use as many modal verbs as you can.
Fill in the appropriate prepositions:
1.	Betsy sat ... the darkest corner ... the carriage house. Outside, a
spring morning spread a mantle ... beauty ... the country side.
Meadows were green and soft ... new grass; ... the river, yellow-
green willows bent ... their graceful reflections.
2.	The sky was clearing; she could even see a star sparkling... the trees.
3.	Mrs. Howard went ... the fireplace to put some more coal ... the
fire.
4.	If the snow stopped falling and then froze ... the ground and
then started again, as the weather forecast suggested, there would
be a hard weekend ahead ... the roads.
5.	I saw young people ... national costumes playing classical music
... flutes.
6.	When set hard, this Christmas pudding ... birds is cut ... slices to
be left out ... the lawn ... Christmas Eve.
7.	Later ... the afternoon you may watch the Queen ... television as
she delivers her message . . the British.
8.	Don’t forget to leave your gifts ... the bottom ... the Christmas
tree to be found ... Christmas morning.
9.	Everyone goes ... the beach on holiday. Sometimes there are
donkeys there ... the children to ride ...
10.	The thunder continued to roll slowly on and on ... the distance.
11.	London’s parks ... spring are full ... people and many go ..........
day trips ... Saturday and Sunday.
12.	The gardens stood bright ... spring flowers.
Translate into English. Mind the tenses:
1.	Если удержится хорошая погода, вам совсем не обязательно
оставаться все время в городе. Вы можете поехать за город
или на побережье.
2.	Когда мы прибыли в Лондон, шел проливной дождь, люди
бежали, чтобы укрыться от дождя, а автобусы и такси двига-
лись очень медленно.
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179
3.	Вы знаете, что футбольный сезон в Великобритании заканчи-
вается в конце мая и начинается сезон крикета?
4.	Ей больше всего нравится лето, потому что летом она вместе
с родителями едет в какой-нибудь из популярных курортных
городов на юге Франции или Италии.
5.	Женщина среднего роста с рыжими волосами и в лиловом ха-
лате готовила что-то на плите, когда мы вошли и поздоровались.
6.	Родителям сообщили, что их сын уехал в командировку на
север и вернется только через три месяца.
7.	Много книг написано о красоте этого сурового края.
8.	Не волнуйтесь, всё будет хорошо. Я уже поговорил с дирек-
тором, и он сказал, что обязательно поможет.
9.	Не уверен, что вы сможете меня понять правильно, но я счи-
таю, что зима не самое удобное время для поездки в Англию.
10.	Я вошел в зал и огляделся по сторонам - публика внима-
тельно слушала выступающего оратора. Через некоторое вре-
мя я понял, что ничего не смогу добавить к тому, что уже
было сказано. Не надо было мне приходить.
m a) Read the text and speak about the mood suggested by the weather
of the day. Add some more characteristic features of a nice May day.
It seemed impossible that anyone should be unhappy on such a
beautiful morning. (...) The windows were flung wide in the houses.
From within came the sound of pianos; (...) The trees fluttered in the
sunny garden, all bright with spring flowers. Street boys whistled, a
little dog barked; people passed by, walking so lightly, so swiftly,
they looked as though they wanted to break into a run.
(From: Taking the Veil by K. Mansfield)
b) Find a description of a summer day, an autumn day and a winter
day in the book you’re reading and say what mood is suggested bj
the fragment.
c) Say if your mood ever depends on the weather and the season. Why?
Choose the right adjective from the box and use it in the appropriate
degree of comparison.
popular, hot, cheap, easy, good, bad, long, old, nice, difficult,
young, short
1.	In autumn birds start to migrate to ... countries.
2.	A camping holiday is often the ... and ... kind of holiday for a
family with children and many Britons choose this.
3.	“Hope for the ... and prepare for the ...,” my... brother said to me.
4.	“The ... night will have an end” as the proverb says.
5.	Yesterday was the ... day of the year.
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Essential Course
6.	We were lucky to have one of the ... rooms in the hotel.
7.	It is becoming ... to find a job in this season.
8.	The task turned out to be ... than he had expected.
9.	Seaside trips were ... with middle-aged people than with young
people.
10.	“Can you explain why the way back seems ... today?” the girl
asked her ... brother.
11.	Summer is one of ... seasons liked by most people.
2]	a) Read the following weather forecasts:
a)	Another very windy day is in prospect, with gale or severe
gale force winds over most of the British Isles. The strongest winds
will be in the north and west and will ease later in the day.
There will be a mixture of sunshine and showers in most parts,
with the showers heaviest and most frequent in the north and west.
The showers will fall as sleet or snow in Scotland and over the
high ground and there is unlikely to be much sunshine here. The
strong winds are likely to make it feel very chilly.
(December)
b)	In southern and eastern parts of England it will be mainly
dry with the clouds thinning at times to give some bright spells.
Much of eastern Scotland and North-East England will also start
dry with some hazy sunshine but thicker clouds with outbreaks of
rain over North-West England and Wales and South-West Scotland
will spread quickly north-east by midday.
(Augusi)
c)	Showers and scattered thunderstorms are expected tomorrow.
But Friday and Saturday should be mainly dry with some warm sun-
shine. More showers or longer spells of rain will move in on Sunday,
with a slow improvement on Monday. Temperatures up to 21 °C.
(June)
b) Imagine yourself a weather analyst and prepare two or three fore-
casts for Great Britain (or any other country) and this country. Use
the vocabulary of the texts above.
c) Comment on the forecasts in (a). Say whether the suggested weather
will do for your weekend.
m Choose the right possessive pronoun:
1.	- Is this ... dog? - Yes, it is ... .
2.	- Where are ... cars, I wonder? - Ah, ... is over there. But 1
can’t see ... .
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181
3.	... house is much larger than ... .
4.	... garden is smaller than ... .
5.	- ... husbands can’t cook. - Neither can ... .
6.	- ... books are on the shelves but I don’t see ... .
7.	- My sister is going to send ... children to college. Do you want
... to go to university? - No, ... will stay here and help ... father
on the farm.
Q3 a) Read the poem:
A CALENDAR
(The Golden Year)
January brings the snow, Makes our feet and fingers glow.	Hot July brings cooling showers, Apricots, and gillyflowers.
February brings the rain, Thaws the frozen lake again.	August brings the sheaves of corn, Then the harvest home is borne.
March brings breezes, loud and shrill, Warm September brings the fruit;
To stir the dancing daffodil.	Sportsmen then begin to shoot.
April brings the primrose sweet, Scatters daisies at our feet.	Fresh October brings the pheasant; Then to gather nuts is pleasant.
May brings flocks of pretty lambs Skipping by their fleecy dames.	Dull November brings the blast; Then the leaves are whirling fast.
June brings tulips, lilies, roses, Fills the children’s hands with posies.	Chill December brings the sleet, Blazing fire, and Christmas treat. by Sara Coleridge
b) Translate and transcribe the following words:
гореть	фазан снопы	примула резкий	букет	разбрасывать	левкой кружиться удовольствие (радость)
c) Transcribe the names of the months.
4) Translate the poem into Russian.
e) Learn the poem by heart.
0 Describe each month with reference to Russia (or your own country).
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Essential Course
As you know, the human world and natural world interact and affect
each other greatly. Read the texts below and say what you think
about the cases of such interaction:
Text 1
When the Americans decided to clean the Statue of Liberty for the
bicentennial in 1986, the first thing they had to do was to drain off the
acid rain that had collected inside by drilling a hole in her nose.
The polluted air of New York, mixing with the rain, had caused
considerable damage to the statue.
Text 2
The region above earth is, in a way, becoming a dump for large
pieces of junk orbiting our planet. The space junk includes burned-out
rocket engines, old fuel tanks, satellites that have stopped working and
parts of exploded rockets.
Space trash has already fallen to earth. Most of it has landed in
the oceans or on open land away from cities. Scientists are working on
various ways to clean up the litter while it is still orbiting in space.
Text 3
Money doesn’t grow on trees, but trees can grow on money. Eng-
land’s Middlesborough Botanic Centre is turning old, shredded bank-
notes into garden compost. It seems the cotton based paper used in the
notes makes outstanding compost material and, conveniently, the ink
is nontoxic. The center is now negotiating to buy the Bank of Eng-
land’s entire supply of old notes, which comes out to about six tons a
week. Plants have been grown using only shredded money, but for best
results the cash is mixed with salt and starch - both of which would
otherwise end up in landfills.
EE Describe the present global ecological situation and things to be done
to improve it, using the material below:
The beauty of the natural world around us and our health too
largely depend on our reasonable attitude to the environment.
Global weather is constantly being affected by radioactive and
nuclear fallout, dumping chemicals into the water, industrial waste
and other pollution.
The present situation	Things to be done
1. to face an ecological catastrophe	1. to use cleaning devices and filters
2. a threat to the world environ-	2. to fine, to shut down environ-
ment	mental offenders
Unit V
183
3.	to upset the natural ecological
balance
4.	to exploit the country’s natural
resources for a quick profit
5.	not enough attention is paid
to protecting the areas which
are still clean
6.	the area may perish
7.	a health threat to people
8.	to disrupt the global climate
by causing a “nuclear winter”
9.	the pollution is likely to harm
wildlife, agriculture and fish-
eries
10.	there is no ocean or sea which
has not been used as a rub-
bish dump
11.	ecology analysts are concerned
that/by something
3.	polluters must be responsible
for their actions
4.	the polluting enterprises must
feel the sting of court-ordered
fines
5.	to try to find a way to com-
bine both our economic inter-
ests and nature protection
6.	to preserve forests, untouched
areas
7.	to care about the environment
8.	we have to teach young people
respect for the land
9.	to oblige industry to pay mo-
ney into a new ecological foun-
dation to compensate for air
and other pollution
10.	to use modern environmentally
friendly technology
11.	a balance has to be found be-
tween economics* and ecology
12.	to protect birds
13.	reserves must be saved
Ш Translate into English using the phrases from Ex. 70:
I.	Докладчик говорил об экологической катастрофе, перед кото-
рой стоит весь мир.
2.	Загрязнение окружающей среды вредит сельскому хозяйству и
рыболовству.
3.	Нам надо научить молодежь уважать свою землю и заботить-
ся об окружающей среде.
4.	Предприятия этого региона должны быть привлечены к суду
и оштрафованы.
5.	Эксперты-экологи озабочены тем, что политики не пытаются
найти путь, совмещающий экономические интересы с защитой
окружающей среды.
6.	Если предприятия будут заботиться только о сиюминутной
прибыли и не будут использовать очистные сооружения, это
приведет к нарушению мирового климата и естественного
экологического равновесия.
7.	Заповедники этого края должны быть спасены, птицы и жи-
вотные - защищены, леса - сохранены.
8.	Предприятия, загрязняющие окружающую среду, должны быть
остановлены или оштрафованы на значительные суммы.
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Essential Course
9.	Правительство обязало промышленные отрасли делать денеж-
ные отчисления в новый экологический фонд для возмещения
ущерба от загрязнения воздуха.
10.	На земном шаре нет ни одного океана, моря или реки, кото-
рые бы не использовались в качестве свалки отходов.
II.	Радиоактивные и ядерные выбросы, сбрасывание химических
отходов в естественные водоемы, свалки различных отходов
на суше являются прямой угрозой окружающей среде и здо-
ровью людей.
12.	Местные экологи опасаются, что заповедники, расположенные
вокруг промышленных городов Урала, могут погибнуть.
13.	Необходимо разумно использовать природные ресурсы своей
страны.
14.	В этой отрасли промышленности используется технология,
безопасная для окружающей среды.
ЕЕ Write an angry letter to the local authorities to attract their atten-
tion to the dangerous ecological situation in your neighbourhood. Use
the phrases from Ex. 71.
EE Answer these questions:
1.	Why do you think environmental offenders continue to cause
damage to the natural world?
2.	Why is it necessary to preserve forests and save reserves?
3.	How can an individual (you personally) improve the local envi-
ronmental situation?
4.	Why is it difficult for a sick economy to solve ecological problems?
EE Arrange a conference “The Ecological Situation in Moscow” (or in
your native town). Use the vocabulary of the unit.
UNIT VI
God made the country,
and man made the town.
William Cowper,
English poet (1731-1800)
ENGLISH TOWNS
GRAMMAR EXERCISES
Before you start doing the exercises make sure that you remember
how to handle:
• the sequence of tenses,
e.g. The girl said she had already seen London.
He was sure that they would go to the country next Sun-
day.
She asked if she could get there on foot
Ann asked what they were planning for the coming week.
• the subordinate clauses of time and condition,
e.g. V Уои don’t hurry you’ll miss the train.
If he doesn’t give her a lift to school she’ll be late for her
classes.
When I get a driving licence I’ll drive my car.
□	a)	Give the four forms of the following verbs:								
	to	make	to	hear	to	bloom	to	stay	to	forget
	to	do	to	Play	to	come	to	look	to	remember
	to	see	to	marry	to	think	to	write	to	recognize
	to	suit	to	change	to	grow	to	meet	to	arrange
	to	go	to	match	to	believe	to	begin	to	understand
b) Choose the irregular verbs out of those given in (a). Spell and tran-
scribe them.
•
c) Make up and write down 10 sentences with subordinate clauses of
time and condition using the verbs in (a). Follow the model:
Model'. If the dress fits you I’ll buy it at once.
When the weather changes for the better we’ll go sightseeing.
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Essential Course
2 Open the brackets using the verbs in the correct tenses. Pay special
attention to the remarks at the end of some of the sentences.
1.	What you (to do) here? Why you (to be) in my house?
2.	It (to stop) raining and the sun (to shine), but over most of the
sea the sky (to be) a thick leaden grey (the situation refers to the
present).
3.	Charles, how you (to gel) on?
4.	It (to be) after lunch and I (to sit) at my upstairs seaward win-
dow (the situation refers to the present).
5.	The will (to be) very short and (to be made) five years earlier
(the situation refers to the past).
6.	I (not to swim) today.
7.	It (to be) now late at night and I (to sit) upstairs, with one of
my oil lamps (the situation refers to the present).
8.	But because this (to be) Cornwall the roses (to bloom) still (the
situation refers to the past).
9.	If you (to be destined) to be fat, food (to make) you fat. But I
never (to have) a weight problem (the situation refers io the present).
10.	Elsie (not to come) to his flat before (the situation refers to the past)
11.	Two days (to pass) since I (to write) the above (the situation re-
fers to the present).
12.	So far he (to wash) everything himself, including the sheets which
he (to lay out) usually to dry upon the lawn (the situation refers
to the present).
13.	The girl (to sit) down and when the waitress (to come) to serve
her she (to say), “I (to wait) for a friend.”
14.	“Where,” (to say) Ronald, “you (to get) your frozen peas?”»
_ 15. We (not to know) where he (to be). We (not to hear) anything
from him for nearly two years. He (to go) away (the situation re-
fers to the present).
16.	I (to understand) that you (to buy) a house by the sea. This (io
mean) that you (to give up) your theatrical activities? (the situa-
tion refers to the present)
17.	On the magic Friday morning at ten o’clock Jennifer (to make)
an appointment with a new Italian hairdresser Cynthia (to tell)
her all the models (to go) to.
18.	Craig (to take) a cold shower to wake himself up. He (to dry)
himself without bothering to towel his hair (the situation refers to
the past).
19.	Connie Garrett (to live) in a small neat apartment on Houston
Street. The door (to be opened) for Jennifer by an elderly white-
haired woman wearing an apron
20.	Jennifer (to be shocked) by her youth. For some reason she (to
expect) an older woman.
Unit VI
187
g] Translate into English in writing paying special attention to the
clauses of time and condition:
1.	Если ты вовремя не вернешься к обеду, он остынет. Ты ведь
любишь горячую еду?
2.	Когда придет весна, мы отправимся в лес за подснежниками.
Вы когда-нибудь их видели? - Нет. - Когда вы их увидите,
они вам сразу понравятся.
3.	Если в комнате будет жарко, открой окно, но запри дверь.
Может быть сквозняк.
4.	Давайте поужинаем в кухне. Если он придет, мы сейчас же
услышим звонок в дверь.
5.	Если ты не будешь слушать объяснения учителя, ты не смо-
жешь сделать домашнее задание.
6.	Если Том не уберет свою постель утром, он не получит ника-
кого десерта на обед.
7.	Если они не сделают утром зарядку, они не пойдут в парк гулять.
8. Мы пойдем за покупками, как только дети вернутся из школы.
9.	Когда дождь перестанет, мальчики смогут пойти за грибами.
Говорят, в ближайшем лесу много грибов.
10.	Если она сейчас не погладит белье, вечером у нее не будет на
это времени.
11.	Если люди не будут охранять природу, их дети и внуки не
выживут.
12.	Как только они приедут, мы сядем завтракать.
13.	Я надену новую шубу и сапоги, как только пойдет снег.
14.	Если ты вымоешь посуду, то я пришью пуговицы к твоему
пиджаку.
15.	Если эта блузка подойдет по цвету к той юбке, я куплю
блузку.
Q a) Fill in articles where necessary:
L Otto Wenzel was ... completely different - ... short, little man
was happily married. He regarded Jennifer as ... daughter and he
constantly brought her ... soups and cakes that his wife made. Unfor-
tunately, his wife was ... terrible cook, but Jennifer forced herself to
eat whatever Otto Wenzel brought in, because she did not want to
hurt her feelings. One Friday evening Jennifer was invited to ... Wen-
zel home for ... dinner. Mrs. Wenzel had prepared .. stuffed cabbage,
her speciality. ... cabbage was soggy, ... meat inside was hard, and ..
rice half-cooked. ... whole dish swam in ... lake of ... chicken fat.
Jennifer attacked it bravely, taking ... small bites and pushing ... food
around on her plate to make it seem as though she were eating.
(From: Rage of Angels by S. Sheldon. Abridged)
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Essential Course
II. “Not ... bad little place you have here,” Thomas said, stand-
ing in ... middle of ... large living-room, with its fireplace and long,
straw-coloured corduroy couch, with ... two easy chairs on ... each
side of it. There were ... fresh flowers in ... vases on ... tables, ...
pale-beige wall-to-wall carpet, and ... bright paintings on ... dark-green
walls. ... room faced west and ... afternoon sun streamed in through
... curtained windows. ... air-conditioning was on, humming softly,
and ... room was comfortably cool.
(From: Rich Man, Poor Man by I. Shaw. Abridged)
b) Translate the above extracts into Russian in writing.
VOCABULARY
You’ve come to a big city. What do you see around?
offices - конторы, офисы
high-rise buildings - многоэтаж-
ные здания
skyscrapers - небоскребы
shopwindows - витрины
posters - афиши
signs - вывески
queues - очереди
street lights - уличные фонари
building sites - стройплощадки
These words will help you to describe a town or a city
and the traffic in them:
crowded - переполненный
busy - оживленный
noisy - шумный
quiet - спокойный
huge - огромный
immense - громадный
polluted - загрязненный
*
to go/come by bus, tram, metro
(underground), car, bike -
ехать/приехать на автобусе,
трамвае, метро, машине, ве-
лосипеде
to hire/take/hail a taxi - взять/
нанять такси
lined with trees - обсаженный де-
ревьями
modern - современный
ancient - древний
empty - пустой
exciting - волнующий; интерес-
ный
to take a bus, tram, train, etc. -
сесть на автобус, трамвай,
поезд
double-decker (bus) - двухэтаж-
ный автобус, «даблдекер»
to be on a bus - ехать на авто-
бусе
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189
to be on the wrong bus - ехать
не на том автобусе
to go on foot - идти пешком
to walk - идти пешком
to find oneself in the street/at the
railway station - оказаться на
улице/на вокзале
a bus stop - автобусная остановка
a metro station - станция метро
to drive а саг - ехать на машине
to drive a taxi - ехать на такси
to ride a bicycle - ехать на вело-
сипеде
to ride a horse - ехать лошади
to ride in a bus - ехать в авто-
бусе
to give smb a lift - подвезти кого-л.
to get a lift - подъехать
to catch a bus, train - успеть на
автобус, поезд
to miss a bus, train, etc. - не ус-
петь на автобус, поезд и т.п.
to get on a bus - сесть на авто-
бус
to get off the bus - сойти с ав-
тобуса
to change from a train to a bus -
пересаживаться с поезда на
автобус
to change the line - пересажи-
ваться на другую линию
to change at the next stop/station
- пересаживаться на следую-
щей остановке
to change to a number 15 bus -
пересаживаться на автобус
номер 15
fare - плата за проезд
to pay a fare - платить за проезд
to travel free (free of charge) - не
платить за проезд
a season ticket, a travel card -
проездной билет
to arrive at the station - прие-
хать на вокзал
to arrive in a town, a country -
приехать в город, в страну
arrival - приезд
departure - отъезд
to commute - ездить ежедневно
на работу из пригорода в
город и обратно
a commuter - житель пригорода,
работающий в городе и еже-
дневно ездящий на работу
поездом, автобусом и т.п.
Here are more words connected with traffic:
public transport - общественный
транспорт
light/heavy traffic - несильное/ин-
тенсивное движение
traffic lights - светофор
a traffic policeman - регулиров-
щик уличного движения
a (zebra) crossing - пешеходный
переход
a pavement - тротуар
a footpath - тротуар
a sidewalk (AmE) - тротуар
a subway - тоннель, подземный
переход
a pedestrian - пешеход
a rush hour - час пик
during rush hour - в час пик
at rush hours - в час пик
to drive a car - ехать на маши-
не; вести машину
a driving licence - водительские
права
to park а саг - ставить машину
на стоянку
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Essential Course
a parking place - стоянка машин
road works/repairs - дорожные/
ремонтные работы
to get into a traffic jam - попасть
в дорожную «пробку»
to get into a road accident - по-
пасть в дорожно-транспорт-
ное происшествие
Vehicles - средства передвижения:
а саг - легковая машина
a lorry - грузовик
a van - фургон
a motorcycle - мотоцикл
an ambulance - машина скорой
помощи
a fire engine - пожарная машина
If you’ve lost your way you can ask someone to help you out.
to lose one’s way - потеряться,
потерять дорогу
to find one’s way - найти дорогу
to ask the way/for directions -
спрашивать, как пройти
to give directions - давать указа-
ния, объяснять
to turn (to the) right, left - по-
вернуть направо, налево
take the first turning on the right
(left) - сделайте первый пово-
рот направо (налево)
to walk/go straight on/ahead - ид-
ти прямо
to cross (over) - пересечь, перей-
ти через
to go/walk/drive up to - подойти,
подъехать к...
it will take you 10 minutes to get
there - вам понадобится 10
минут, чтобы добраться туда
You can’t miss it. - Вы сразу это
увидите (заметите).
There’s always something to do in a big city.
Why not go sightseeing or visit a museum?
to go sightseeing - пойти осмат-
ривать достопримечательности
to see the sights of a town -
осмотреть достопримечатель-
ности города
to do a city - осмотреть город
places of interest - достопримеча-
тельности
to prefer smth to smth - предпо-
читать что-л. чему-л.
to be keen on - живо интересо-
ваться, страстно увлекаться
to care for - любить, питать ин-
терес
to be fond of - любить
a museum - музей
a picture gallery - картинная га-
лерея
a church - церковь
a cathedral - собор
an exhibition - выставка
a tower - башня
a display - показ, демонстрация
a show - показ, выставка
Unit VI
191
Apart from the transport service every city has the post office.
If you want to use it you have to know these words.
a post office - почта
a letter - письмо
a registered letter - заказное письмо
a postcard - открытка
an envelope - конверт
a stamp - марка
notepaper - писчая бумага
a parcel - посылка
a telegram - телеграмма
mail - почта, почтовая коррес-
понденция
airmail - авиапочта
surface mail - обычная почта
(в отличие от воздушной)
a letter-box - почтовый ящик
a postman/-woman - почтальон,
почтальонша
to deliver post - доставлять почту
Writing letterstakes time and effort.
That’s why most of us prefer telephoning.
to ring smb up/to give smb a ring/
to phone smb (up)/to make a
call to smb/to call smb (up)
(AmE) - позвонить кому-л.
a telephone box/booth телефон
ная будка
to pick up the receiver - поднять
трубку
to dial the number - набрать номер
to hang up / to ring off / to put
down the receiver - повесить
трубку
to get through - дозвониться
to be on the phone - быть у те-
лефона
to take the call - ответить на те-
лефонный звонок
to ring back / to phone back I to
call back - позвонить по те-
лефону (в ответ на звонок)
to hold on / to hold the line - не
вешать трубку
to leave a message - оставить
сообщение (передать что-л.)
EXERCISES
Е Answer these questions:
1	Do you come from a city, a town or a village? What is it like9
2.	In what area is your university (college) situated?
3.	What can you see from your classroom window?
4.	What are the busiest streets in your town?
5.	What can you see in a typical modern street? (Name as many
things as you can.)
6.	Do you travel much within town? What means of transport do
you use? How long do your journeys usually take9
7.	What is the standard bus fare in your town?
8.	Do you ever use a season ticket or a travel card?
192
Essential Course
9.	Who travels free in your town?
10.	Do you understand the meaning of the word cominutel
11.	Can you drive? Have you got a driving licence?
12.	What makes driving in a big city difficult?
13.	What vehicles can you name in English?
14.	Do you often lose your way in town or have you got a good
sense of direction?
15.	Are you fond of sightseeing? What places of interest do you pre-
fer to see?
16.	What Russian museum can boast of an impressive collection of
European paintings?
17.	What places of interest attract tourists in your town?
18.	How often do you use the post service?
19.	What things can you buy at the post office?
20.	Who collects the mail from your letter box?
21.	Is the post service in your town efficient enough? Prove your
opinion.
22.	What message do you usually leave when you phone your friend
up and find out that he or she isn’t at home?
23.	When are you asked to call back?
0 Remember the words from the
site of the following:
depart from the station
the centre of the town
a low building
an empty street
Q Spell and transcribe the words:
древний
современный
загрязненный
переполненный
дорожное происшествие
vocabulary section and give the oppo-
a noisy city	get on a bus
miss a bus	air mail
find the way	travel free
плата за проезд	выставка
приезд	тротуар
отъезд	музей
пешеход ездить регулярно	пассажир
Spell the words without consulting a dictionary or the textbook. Then
consult a dictionary.
['paust 's3:vis]	['laisans]	['raod ri,pEaz]	['aembjolans]
['daial Sa 'плтЬэ]	I'traefik]	['maota,saikl]	['teligraem]
['zkbra 'krosirj]	['Inn]	[1’mens]	['baisikl]
['redjistad 'leta]
Complete the sentences using the
active vocabulary of the unit.
1.	I’d like to learn to drive a ... .
2.	Can you show me your driving ... ?
Unit VI
193
3.	Are you driving or are you going on ... ?
4.	How long does it take you to get to the city centre if you ... ?
5.	What’s the fare to ... ?
6.	Am I going the right way to ... ?
7.	Can you ... a bicycle?
8.	How many stops is it from here to ... ?
9.	The train will ... in London at 5 o’clock.
10.	If you lose your way ask somebody to ... .
11.	I know you are going my way. If you are in a hurry I can give
you a ... in my car.
[E Describe a place your friends haven’t seen. Say:
•	where it is
•	how you get there
•	what it looks like
•	what’s interesting or remarkable about it
•	what’s pleasant or unpleasant about it
Ш Use the given word combinations to substitute the italicized parts of
the sentences.
1. How long does it take to walk there?
get there
fly to Paris
start your car
drive to London
get there by bus
read that book
2. We/you/he/they can get there just as quickly on foot.
by bus
by car
by bicycle
on foot
by train
EE a) Read the conversation:
A:	Where do you live?
B:	In a suburb of London.
A: How do you get to work?
В I go by underground. It takes me an hour and a half each way.
A:	An hour and a half1 It takes me fifteen minutes.
B:	How do you get to work?
A: I walk or I take a bus.
b)	Make up a similar dialogue using the italicized phrases.
c)	Describe how you usually get to the university.
194
Essential Course
E Change the sentences as in the model.
Model'. He'll get there in ten minutes.
It’ll take him ten minutes to get there.
I.	She’ll learn it in ten minutes.
2.	They’ll get to the theatre in half an hour.
3.	I’ll do it in twenty minutes.
4.	We’ll get there in 24 hours.
5.	You’ll get there in less than a minute.
6.	They’ll complete the work in about an hour.
7.	Everyone will arrive in five minutes.
8.	I’ll do the shopping in two hours.
9.	The players will score the first goal in some minutes
10.	You’ll know him better in a couple of days.
E Complete the sentences. Remember not to use the future tenses in
clauses of time and condition.
Model: When/If you come to New York you'll see the famous sky-
scrapers.
1.	... you’ll ride a bicycle every day.
2.	... she’ll do all the sights of the capital.
3.	... you’ll wait till the traffic lights show green.
4.	... I’ll try to get all the information about this ancient tower.
5.	... they’ll send the letter by airmail
6.	... I’ll drive up to the front door.
7.	... he’ll feel very tired.
8.	... we’ll buy stamps, envelopes and some notepaper.
E Translate into English:
очутиться на окраине города
регулярно ездить в Лондон и обратно
осматривать достопримечательности
улицы, обсаженные деревьями
не успеть на автобус
чувствовать себя потерянным в центре
Москвы Е * * * * *
на следующей остановке
добраться до работы
заказное письмо
не вешайте трубку
сойти с трамвая
заблудиться
положить трубку
Е a) Make up questions using the given model and the words below.
Let your friends answer these questions and explain their choice.
Model: - Which do you prefer, to live in a town or in the country9
- I'd rather live in a town.
• commute or live permanently in town
• go by bus or by metro
Unit VI
195
•	catch a train or ask somebody to give you a lift
•	hire a taxi or ride in a bus
•	send your letters by airmail or surface mail
•	drive or walk to the university
•	do a museum or go to the cinema
•	stand in a queue or walk away
•	ask someone for directions or try to find your way yourself
b)	Give advice using the models and the words below.
Model 1: You’d (had) better ask for directions, we must have lost
our way.
Model 2: You’d (had) better not go by train, it’ll take you longer
than by bus.
visit this exhibition
move to another area
take some driving lessons
travel light
hurry up
stop at every shop window
make your parcel very heavy
park the car round the corner
send the letter by registered mail
look for a zebra crossing
c)	Translate into English. Follow the models above.
1.	Вам бы лучше пересесть на другой поезд на следующей стан-
ции.
2.	Ей бы следовало вести машину более внимательно и не пре-
вышать скорость.
3.	Я, пожалуй, прогуляюсь по парку. Здесь, вдали от шумных
улиц, так тихо и свежо.
4.	В этот раз я, пожалуй, куплю проездной: у меня совсем нет
мелочи, чтобы заплатить за проезд.
5.	Я предпочитаю ехать за город на машине. Электрички (local
trains) сейчас переполнены
6.	Ей бы следовало уехать из дома пораньше, иначе она может
попасть в пробку на дороге.
7.	Он говорит, что, пожалуй, не пойдет на вокзал пешком, это
займет у него слишком много времени
8.	Вам бы лучше не ходить по проезжей части, это опасно. Хо-
дить надо по тротуару.
9.	Пожалуй, я лучше сам опущу письмо в почтовый ящик по
дороге в университет.
10.	Мы хотим покататься по городу на двухэтажном автобусе.
Это поможет нам лучше рассмотреть Лондон.
11.	Вам бы не следовало кататься на велосипедах по этой улице.
Здесь сильное движение.
12.	Пожалуй, не звони ему сегодня, уже слишком поздно.
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Essential Course
Ш Fill in the blanks using ride - rode - ridden - riding or drive - drove -
driven - driving. Remember the following:
1.	After having a brief talk with my dad John jumped on his horse
and ... off.
2.	He has been ... a bus for more than 25 years.
3.	The little boy was ... on his father’s shoulders.
4.	He ... over to see me yesterday.
5.	In the ... school I had a very good instructor, so I passed my ...
test easily.
6.	Have you ever tried to ... on horseback?
7.	I don’t like ... in the back of the car, I always sit next to the
driver.
8.	After I fell from the horse and twisted my ankle I had to give
up ... .
9.	I saw Dad’s car ... up to the gate and stop. To my surprise Dad
didn’t hurry to get out.
10.	Isn’t it fun to ... in a cart on a hot summer day?
EE Note the difference in prepositions and articles used with the verb
arrive. Translate the sentences below into English:
home
at a port/airport
at a station
ARRIVE in a country (arrive in Belgium)
in a big city
in harbour
on the scene
1.	Когда прибывает самолет из Рима? Я боюсь пропустить его
2.	Поезд приходит на станцию ровно в семь. У нас еще много
времени.
3.	Когда приезжаешь в большой город, хочется увидеть все его
достопримечательности.
4.	Корабль прибыл в порт невредимым, но опоздал из-за плохой
погоды.
Unit VI
197
5.	Боюсь, мы приедем в аэропорт только вечером на улице та-
кое сильное движение в часы пик.
6.	Он приехал в эту страну лет десять тому назад без гроша в
кармане.
7.	Если мы поторопимся, мы приедем домой к обеду.
8.	Он приехал на место преступления на два часа позже.
9.	Она пишет, что Дик уже приехал в США.
10.	Поезд еще не прибыл на эту станцию.
11.	Когда придет электричка, мы будем уже на платформе.
12.	Они приехали в Клин ровно в восемь часов утра.
ЕЕ a) Read the text:
Suppose you want to give your friend a ring You may make a
call from a public telephone or telephone box/booth (GrB) or from a
pay phone (US). When you telephone someone you may not get
through. This may be because the line is engaged (US: the number is
busy). The telephone may be out of order You may have a poor/bad
line. You may have a crossed line. The line may go dead or you may
be cut off. If your friend can’t take the call, you’ll have to
ring/phone/call your friend back, or leave a message. Alternatively, you
may be asked to hold the line/to hold on Finally your friend is-on
the phone. After you’ve had a talk you say good-bye and hang
up/ring off.
b) Match the italicized word combinations from the text with their ex-
planations given below:
•	someone is already speaking from this number;
•	to speak to the person who is on the phone;
•	to call someone again later;
•	to get a connection;
•	to wait while the person at the other end takes the call;
•	you cannot hear clearly because of interference (crackling, buzzing,
etc.);
•	telephone intended for public usage,
•	you hear other people having a conversation;
•	to end a telephone call by replacing the receiver;
•	the line is interrupted and the connection lost;
•	someone is waiting on the phone to speak to you,
• the connection is lost.
198
Essential Course
TEXT-BASED ACTIVITIES
Before reading the text below make sure that you can pronounce the
following words correctly:
crimson ['knmzn]
roaring ['гэ:пг)]
immense [1'mens]
column ['knlam]
politics ['pnlitiks]
recognized ['rekagnaizd]
Cenotaph |'senata:f|
wreaths [ri:Gs]
[beis]
|'so:ntad|
base
sauntered
gear-grinding ['gia,graindir]|
poster ['pausta]
LONDON
It was a fine afternoon, and this was the last week in Sep-
tember. Rose turned into the Strand and walked slowly toward
Trafalgar Square, where the crimson buses went roaring round
and round the immense column. After waiting for a break in
the traffic, she slipped across and made for Whitehall. A lot of
importance, in weathered grey stone, all down there. Prime
ministers and all that. Rose did not care about them much.
Politics were still to her something men argued about. She rec-
ognized the Cenotaph and looked with interest at the fading
flowers and wreaths massed round the base.
She wandered on. There was the river, very broad, an oily
look about it. Houses of Parliament. Big Ben. Westminster
Abbey. Quite empty little streets and places round there. She
sauntered through a tangle of little streets and finally found
herself in a park, quite a small park, with all its seats filled
with authentic Londoners, mostly old and looking rather hope-
less. But the grass and the trees and water were nice. And the
buildings of Whitehall, which she had just seen, suddenly ap-
peared in the smoky-gold distance like white fairy palaces. She
came to some broad roads where cars were hurrying along,
negotiated the crossings carefully, and landed herself in another
park. This was not so interesting. There was no water, and not
so many nice old trees. People were lying about on the grass
They made her feel tired. Yes, she was tired. That was one
thing about London: it made you feel tired in no time. At the
top of this park was an important, crowded, gear-grinding
street. Piccadilly - fancy! And there, almost at once, as if by
magic, she found a familiar bus, Number 19, which would take
her quite close to Pitt Square.
Unit VI
199
Once inside the bus, she did not notice very much. She
felt very small and weary. She sat there and saw without real
attention the bright jumbling of shop windows, doorways, other
bus windows, posters, and people, people, people.
(From: The Walk in the City by J В Priestley. Adapted)
EE a) Read the text and translate it into Russian in writing.
b) Find in the text English equivalents for the following:
1.	ярко-красные автобусы с ревом кружили возле огромной ко-
лонны;
2.	дождавшись, когда поток машин приостановится;
3.	потемневший от времени и непогоды серый камень;
4.	масса увядающих цветов и венков вокруг подножия (памятника)-,
5.	там была река, казавшаяся очень широкой, с пятнами бензина
на поверхности;
6.	она побрела сквозь лабиринт маленьких улочек и в конце
концов очутилась в парке;
7.	на всех скамейках сидели истинные лондонцы, преимуществен-
но пожилые и без всякой надежды на лицах;
8.	неожиданно появились вдали в золотистой дымке, как белые
сказочные дворцы;
9.	она осторожно и не без труда перешла через улицу на пере-
крестке и оказалась еще в одном парке;
10.	поглядев на них, она почувствовала себя уставшей;
11.	что можно сказать о Лондоне наверняка, так это то, что
здесь на тебя мгновенно наваливается усталость;
12.	неподалеку от входа в парк была очень большая многолюд-
ная улица, по которой со скрежетом проносились машины;
13.	она чувствовала себя очень маленькой, одинокой и обесси-
левшей;
14.	она смотрела, но не вглядывалась в сверкающий калейдоскоп
витрин и подъездов.
ЕД Paraphrase the italicized words and word combinations in these sen-
tences using the equivalents from the text:
1.	It was a wonderful afternoon.
2.	She headed for Whitehall.
3.	Rose didn’t take any interest in them.
4.	She strolled on.
5.	... all its seats filled with real Londoners.
6.	She ... managed the crossing carefully.
7.	And there, almost at once, as if by miracle, she found a familiar bus.
200
Essential Course
F71 Match the place names with their definitions:
the Strand
Trafalgar Square
Whitehall
the Cenotaph
Houses of Parliament
Big Ben
Westminster Abbey
Piccadilly
a major London thoroughfare between
the Houses of Parliament and Trafalgar
Square containing government offices
a well-known street in Central London
the memorial to the dead of the two
world wars in Whitehall, London
a church in London founded in 1065
a square in Central London containing a
monument to Admiral Nelson
a main thoroughfare in Central London
the clock tower of the Houses of Parlia-
ment in London, the clock itself
the seat of the British government
a) Remember what
nouns these adjectives describe in the
text:
fine	immense	fading	oily	authentic	crowded
crimson	weathered	broad	empty	smoky-gold	familiar
b) Make a brief description of a place using some of the adjectives above.
ES Match the words with their definitions:
crimson -
immense
slip (v)
weathered
mass (v)
saunter
authentic
negotiate
weary
jumbling
marked by the weather
to group together into a mess
to overcome a difficulty
to go quietly
deep red colour
very tired
huge, very big
a confusion
to walk in a leisurely way
real
FT1 Complete these sentences. Refer to the text if necessary.
1.	Rose ... into the Strand and walked slowly ... Trafalgar Square,
where	the crimson buses went ..	and ... the immense	... .
2.	Rose	did not	... about	them	much. Politics	were	still	to her
something ............
3.	There	was the	river, very	..., an	oily look .....
4.	She sauntered	through a	tangle	of little streets	and	finally ...
in a park.
5.	And the buildings of Whitehall, which she had just seen, sud-
denly appeared in the smoky-gold distance like white ... .
6.	It made her feel tired in .......
7.	At the top of this park was an important ....... street.
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EE	Complete the columns:		
	Words from the text	Synonym(s)	Antonym(s)
	fine slow empty (streets) small broad (roads) tired important (street) crowded (street) close (to a place)	sluggish free of people and traffic significant near, next door	bad, ugly busy, crowded narrow rested
S 0 0
ES Pairwork. Ask your partner:
when Rose came to London; how the parks impressed her;
if it was her first visit to London; when Rose felt that she was tired;
what places in London she saw; where she found a familiar bus;
what Whitehall is famous for; why she didn’t notice very much
what Rose saw at the base of	from the bus window;
the Cenotaph;	where Rose stayed in London.
Write a ten-sentence summary of the text.
Retell the text as if you were Rose.
Write a paragraph about your impression of a place you visited last
summer. Tell the class about it and let your group mates ask you
questions to find out more details.
ЕП Make up as many sentences as you can choosing words from both
columns. Follow the model.
be	good (refers to the quality)	
look	well (refers to health)	
feel	exhausted	
smell	attractive	
sound	healthy	Remember. In informal English:
seem	happy	look/feel blue = feel sad
appear	weary	feel cheap = feel ashamed,
		morally low
	bad	feel small = feel unimportant
	sad	
Model'. I’m feeling tired.
He always looks healthy.
The soup smells good.
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Essential Course
FFI a) Read the definitions of the words town and city and explain the
difference in their use:
City (n) (pl. -ties)
1) large and important town; town given special rights in self-gov-
ernment; the City - the oldest part of London, now the commer-
cial and financial centre;
2) people living in a city.
Town ( n)
1)	centre of population larger than a village, esp. one that has not
been created a city (and often used in contrast to country):
Would you rather live in a town or in the country?
2)	(preceded by a prep, and without the def. or indef. art.) the
business, shopping, etc. part of a town (contrasted with the sub-
urbs, etc.): go to town to do some shopping. He is in town today
I’m going down town this afternoon.
3)	(without the def. or indef. art.) the chief city or town in the
neighbourhood (esp. in England, London): He is spending the
weekend in town He went up to town from Leeds Mr Green is
not in town/is out of town.
4)	(sing, with def. art.) the people of a town: The whole town was
talking about it.
The talk of the town - smth or smb everyone is talking about.
b) Fill in the blanks with town or city. Note that in a few cases both
words are possible.
1.	What ... do you come from?
2.	There was no doctor in the village, so he had to cycle to the
nearest ... .
3.	Most banks have their head offices in the ... (of London).
4.	St. Petersburg is a very beautiful ... .
5.	We had lunch in ... and then went to the cinema.
6.	They drove through one ... after another.
7.	We went on a tour of the old ... .
8.	She enjoyed the peace and quiet of the country after the noise
and bustle of the ... .
9.	A concert was given by the ... of Birmingham Symphony Orchestra.
10.	Shall we go to ... tomorrow?
11.	Do they live in New York ...?
12.	- Is Norwich a big ...? - Yes. In fact it’s a ... .
Unit VI
203
13	People from all the ... and villages in the area took part in the
competition.
14.	Vienna is the capital ... of Austria.
15.	We visited the ancient ... of Samarkand, Bukhara and Khiva.
(From: Get It Right by Jane Povey)
FF1 a) Read the text and translate it into Russian. Use a dictionary.
Queuing is as British as Big Ben. It is a symbol of Britain and
British life as traditional as the bowler hat and as popular as the
Sunday joint. If a Briton wants to catch a bus or take a train, he
queues. He queues to make a telephone call. He queues to see an
exhibition. It has been said that wherever two or more Britons are
gathered together, they form a queue. If no one else is around, a
true Briton will form a queue by himself.
But what lies behind this curious custom? Why does everyone
obey the unwritten rules'? Why stand and wait when you can push in
front of everyone else? The answer lies in the British sense of fair
play. In other countries the weak and the slow may get pushed aside
in the rush, the lame and the old may get left behind, but in Britain
all have their turn, if all are prepared to wait.
But do not be deceived by the apparently placid picture of a
queue. As long as everyone keeps their place, all is well. But the
moment someone puts a foot out of line, pandemonium breaks loose.
Old. ladies wave their sticks, City gentlemen brandish umbrellas and
insults fill the air. The innocent visitor will receive no mercy from an
outraged queue.
So, when in London, do as the British do - and whatever hap-
pens, don’t step out of line!
(From London Life by Sandra Alfry, 1978)
b) As you have found out, British people get very annoyed with queue-
jumpers - people who do not wait their turn in the queue. Think of
several phrases that could be addressed to a queue-jumper. Make
them polite but effective. Use the following:
Oh, dear! (Oh, bother!)
How infuriating/irritating*
... annoys/irritates me.
... really makes me cross/angry.
Look here, ... .
I find ... extremely offensive.
I must say I resent/object to....
I will not put up with ...
I can’t stand ... (informal).
I’m fed up with ... (informal).
Why on earth ... (informal^
c) Have you ever had to queue-jump? Under what circumstances?
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Essen tial Course
FT! Find a picture or a photo of a big city. Get ready to describe it at
the lesson. Use the following:
Look at the picture/photograph. This picture shows ...
At the very edge/in the middle of ... In the top (bottom) left-hand
This photograph was taken ...	corner of the picture ...
If you look carefully you can see ... The general impression is ...
FT! a) Big modern cities cannot do without many things. Can you con-
tinue the list? Discuss your lists in class.
•	Shopping areas
•	Recreational spaces
b) Write a paragraph about the future of big cities and what they will
be like, in your opinion.
EE a) Read the following text:
The Transport Service
Nearly every house and apartment within the London area is
served by public transport. A short walk will bring most Londoners
to a bus stop, an underground station or a railway station.
The underground (or ‘tube’) has nine lines. It has been running
beneath certain parts of London for nearly 100 years. The London
underground is very fast. Each of the eleven lines on the Under-
ground has a different name and a different colour on the Under-
ground map. You can use different lines (which will mean changing
trains) and follow any route you like. Your fare depends on your
destination. Say your destination at the ticket office to get the right
ticket, or buy a ticket from a ticket machine. To go through the
ticket barrier, use your ticket or show your travel card to an official.
Look after your ticket; you will have to hand it in at the end of
your journey. Follow the signs for the line you want and to find the
right platform.
The red double-decker buses offer a much wider choice of routes
and, from the top deck, a splendid view of the city. Travelling by
bus is a good way to see London, though it is slower than the Un-
derground.
In Britain there are different fares for different distances and you
pay on the bus. Children under 16 pay half price. Children under
five travel free. Visitors often think British buses are expensive. How-
ever there are cheaper tickets and cards, e.g. for a day’s or a week’s
travel.
Unit VI
205
Just over a million people commute into the City of London
each morning to work in this great financial centre. This is the fa-
mous ‘rush hour’. The train becomes very crowded as it approaches
London. As the train draws into the terminus platform, the carriage
doors all open and the passengers pour out At the end of the
working day the rush hour starts all over again - but in reverse. The
bus queues lengthen, taxis are hailed, railway stations packed.
b)	Make up and write down as many questions about the text as you can.
c)	Get ready to retell the text.
d)	Compare the transport service in London with that in your home
town. Use the following:
On the whole...	If you compare ... and ...
All in all...	You just can’t compare ...
By and large...	There’s absolutely no comparison
Compared to...	between ... and ...
e)	Speak about the advantages of different kinds of public transport.
m Reread the text “The Transport Service” and translate these sentences:
1.	Этот район очень хорошо обслуживается общественным транс-
портом.
2.	Мне достаточно немного пройти пешком, чтобы оказаться на
.железнодорожном вокзале.
3.	Московское метро не самое старое в мире, но в некоторых
районах города оно действует уже более шестидесяти лет.
4.	В центре нам придется сделать пересадку с одной линии на другую.
5.	Если вы выберете этот маршрут, то увидите самые старые и
самые красивые станции московского метро.
6.	В нашем городе плата за проезд не зависит от того, куда вы едете.
7.	На автомате для продажи билетов вы нажимаете кнопку (push
the button) с названием необходимой вам станции, и автомат
показывает, сколько нужно заплатить за проезд.
8.	Служащие, стоящие возле автоматов, проверяют билеты и
проездные документы у всех пассажиров. В конце поездки все
отдают служащим свои билеты, чтобы те убедились в пра-
вильности оплаты.
9.	Яркие надписи помогают вам сориентироваться (найти дорогу)
в метро.
10.	С верха двухэтажного автобуса открывается прекрасный вид
города. Туристы знают, что поездка на таком автобусе - от-
личная возможность познакомиться с городом
11.	Ученики часто добираются до школы автобусом За такую
поездку они платят половину ее стоимости.
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Essential Course
12.	Пенсионеры в Англии ездят на автобусе бесплатно в любое
время, кроме часов пик.
13.	Множество поездов обслуживают тех, кто по утрам приезжа-
ют на работу в Лондон.
14.	Вы когда-нибудь видели, как выглядит большой город в часы
пик? Улицы становятся многолюдными, у автобусных остано-
вок появляются длинные очереди, а железнодорожные станции
и станции метро переполнены людьми.
РТП Rewrite the questions as in the model.
Model:	Where’s the station? - Can you tell me where the station is,
	please?
1.	How far is it to London?	5. How can I get to the British
2.	Where are the shops?	Museum?
3.	Which direction is the rail- 6. Where’s the High Street?
	way station?	7. How far is it to the park?
4.	Which way is the theatre?	8. Which direction is the bank?
EE a) Read the text below and remember the advice.
Asking for directions is no problem:
-	Excuse me, could you tell me where ... is? or how to get to... ?
Following directions is a problem sometimes because it can be
difficult for someone to explain to you where a place is - even if
you both speak the same language perfectly. However it is not neces-
sary to remember everything you are told. Listen carefully to the first
directions, follow them and then ask again. Keep asking people until
you get where you want to go.
If you are not sure you are following directions correctly, you
can ask:
-	Am I going the right way for ... ?
b) Read these conversations and act them out:
1.	- Excuse me, can you tell me where South Street is, please?
-	Take the second on the left and then ask again.
-	Is it far?
- No, it’s only about five minutes’ walk.
-	Many thanks.
-	Not at all.
2.	- Excuse me. Could you tell me the way to the station?
-	Turn round and turn left at the traffic-lights.
-	Will it take me long to get there?
-	No, it’s no distance at all.
-	Thank you.
-	That’s OK.
Unit VI
201
ЕЕ Complete these dialogues:
I.	- Excuse me, but I’m trying to find the Town Hall.
-	Should I take a bus?
-	Thank you very much indeed.
2.	- ...
-	First right, second left. You can’t miss it.
-	No, it’s only a couple of hundred yards.
-	It’s a pleasure.
3.	- Excuse me - er - am I going the right way to the Post Office?
- OK. Thanks a lot.
4.	- ....?
- Yes, walk down this road, take the first turning on the left
You can’t miss it.
- About fifteen minutes if you walk quickly.
- Yes, there’s a bus stop on the opposite side of the road.
.- Not at all.
ED Fill in prepositions where necessary:
If you want to find Cherry Tree Lane all you have to do is ask
the policeman ... the crossroads. He will push his helmet slightly ...
one side, scratch his head thoughtfully, and then he will point his
huge white-gloved finger and say: “First ... your right, second ... your
left, sharp right again, and you are there Good morning.”
And sure enough, if you follow his directions exactly, you will
be there - right ... the middle ... Cherry Tree Lane, where the houses
run down one side and the Park runs down the other and the
cherry-trees go dancing right down the middle.
If you are looking ... Number Seventeen - and it is more than
likely that you will be, you will very soon find it. To begin ..., it is
the smallest house ... the Lane. And besides that, it is the only one
that is rather dilapidated and needs a coat ... paint. But Mr. Banks,
who owns it, said ... Mrs. Banks that she could have either a nice,
clean, comfortable house or four children. But not both, for he
couldn’t afford it.
(From: Mary Poppins by Pamela L. Travers)
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Essential Course
ее Here you have got the opening and the concluding remarks of a
telephone conversation. Complete the conversation and act it out.
Brian: Hello, Derek. It’s Brian. I’m at the Metro station.
How do I get to your house?
Derek: .....
Brian: Thank you, Derek, I’ll see you in a few minutes
EE a) Fill in the appropriate articles where necessary.
The Police
... British Policemen (often called ... cops) can easily be recog-
nized by their unusually shaped helmets and dark blue uniforms. Un-
like many police forces in ... world, ... British police do not carry ..
weapons.
Although violent crime has increased in ... 1980s, neither ... po-
lice nor ... public want ordinary police constables to have ... guns. In
fact many policemen have recently left their patrol-cars to walk
streets again. ... sight of ... policeman’s friendly face lets British peo-
ple sleep peacefully at ... night.
(From: Spotlight on Britain)
b) Speak about British policemen. Find some additional information in a
reference book or a magazine.
m Read the signs and guess where you are likely to see them. Follow
the model.
Model: You are likely to see it on the bus. You might see it on the bus.
EE Translate into English:
1.	Эта фотография сделана в центре большого города. На ней
видны современные высотные здания, широкая оживленная
улица с витринами магазинов, уличными фонарями и силь-
ным движением.
Unit VI
209
2.	Вы не знаете, какова плата за проезд в лондонском двух-
этажном автобусе?
3.	В часы пик лондонская «подземка» переполнена, поэтому я
советую вам ехать автобусом или взять такси.
4.	Если вы переедете в деревню, вам придется каждый день ез-
дить в город и обратно.
5.	Этот маршрут очень удачен: вы сможете увидеть все глав-
ные достопримечательности Лондона.
6.	Как только я получу водительские права, я покатаю тебя по
нашему древнему городу. Ты увидишь, как он красив.
7.	Поездка в московском метро оказалась интересной для тури-
стов. Оригинально украшенные станции произвели на них
большое впечатление.
8	- Не могли бы вы показать мне дорогу к железнодорожно-
му вокзалу? Боюсь, что я заблудился. - Да, конечно. Это
недалеко отсюда. Идите прямо по этой улице и сверните
налево у светофора. Вы его сразу увидите. - Большое спа-
сибо.
9.	Им потребовалось только полчаса, чтобы осмотреть этот
крошечный музей, Все его экспонаты были великолепны.
10.	Переходите через дорогу по пешеходному переходу и следите
за светофором: здесь сильное уличное движение
ЕЕ Read the poem and retell it. Think of a different end to the story:
TAXI
It was raining hard in Frisco;
I needed one more fare to make my night.
A lady up ahead waved to flag me down;
She got in at the lights.
“Where you going to, my Lady Blue?
It’s a shame you ruined your gown in the rain.”
She just looked out of the window;
She said, “Sixteen Parkside Lane.”
Something about her was familiar;
I could swear I’d seen her face before,
But she said, “I’m sure you’re mistaken.”
And she didn’t say anything more
It took a while, but she looked in the mirror,
Then she glanced at the licence for my name.
A smile seemed to come to her slowly;
It was a sad smile just the same.
210
Essential Course
And she said, “How are you, Harry?”
I said, “How are you, Sue?”
“Through the too many miles and the too little smiles,
I still remember you.”
It was somewhere in a fairy tale
I used to take her home in my car.
We learned about love in the back of a Dodge,
The lesson hadn’t gone too far.
You see she was gonna be an actress
And I was gonna learn to fly.
She took off to find the footlights;
I took off to find the sky.
There was not much more for us to talk about;
Whatever we had once was gone,
So I turned my cab into the driveway
Past the gate and the fine trimmed lawn.
And she said, “We must get together,”
But I knew it’d never be arianged.
Then she handed me twenty dollars for a two-fifty fare;
She said, “Hairy, keep the change.”
Well, another man might have been angry,
And another man might have been hurt,
But another man never would have let her go;
I stashed the bill in my shirt.
And she walked away in silence,
It’s strange how you never know,
But we’d both gotten what we’d asked for,
Such a long, long time ago.
You see, she was gonna be an actress,
And I was gonna learn to fly.
She took off to find the footlights;
I took off for the sky.
And here she’s acting happy
Inside her handsome home,
And me, I’m flying in my taxi.
Taking tips and getting stoned.
I go flying so high when I’m stoned.
by Harry Chapin (From: Time to Tell. English Work-
shop Three by Peter Forrestal and Jo-Anne Reid)
Unit VI
211
SPEAKING PRACTICE
Before reading the dialogue below make sure that you can pronounce
the following words correctly:
pollution [pa'lujan]	accommodation [a,kum9'deijn|
quiet	['kwaiat]	excitement	[ik'saitmant]
TOWN and COUNTRY
•
Chris: Stan! I’ve got a new job! I’m going to live in London!
Stan: Are you? Oh, I lived in London five years ago.
Chris: Did you like it?
Stan: Not very much.
Chris: Why not?
Stan: Well, there were too many people, and there was too
much noise.
Chris: Oh, I love crowds and noise!
Stan: Well, I don’t ... and I don’t like pollution.
Chris: What do you mean?
Stan: Oh, there isn’t enough fresh air in London.
Chris: But there are a lot of parks.
Stan: Yes, I know ... and people sleep in them.
Chris: Why?
Stan: Because there isn’t enough accommodation ... there
aren’t enough flats and houses.
Chris: Well, I still prefer big cities.
Stan: But why?
Chris: I was born in a small country village. It was too quiet.
Stan: You were lucky!
Chris: I don’t think so. There wasn’t much to do. That’s why
young people go to London.
Stan: But London’s too expensive for young people.
Chris: But they still go ... They want excitement.
Stan: Hmmm ... I don’t want excitement. I just want a quiet
life, that’s all
(From: Lingaphone Institute Limited)
ш Make up and write down as many questions about the dialogue “Town
and Country” as you can. Let your fellow students answer them.
212
Essen tied Course
a)	Look at the dialogue again and suin up all the arguments for and
against big cities.
b)	Think of several more arguments in favour of living in a big city
and against it. Use the following:
A good thing about living in a big city is ...
I really enjoy living in a big city as ...
I’ve always liked (loved) living in a big city because ...
What I hate about big cities is ...
I’m afraid I never liked living in a big city as ...
There’s nothing I like less than living in a big city ...
I dislike living in a big city for the simple reason that ...
•
EE Write 20 sentences describing big cities. Use the models below:
1)	There is too much noise.
2)	There are too many people.
3)	There is (isn’t) enough accommodation.
4)	There are (aren’t) enough flats and houses.
Describe life in a big city. Use the models and the adjectives below:
1)	Cities are too crowded.
2)	The traffic here is quite busy.
3)	The air in big cities isn’t fresh enough.
Adjectives: polluted, noisy, busy, built-up, dirty, littered, dull, exciting,
quiet, monotonous, expensive, hectic
ai a) Read the conversation:
-	I don’t like cities.
-	Oh, I do. I think big cities are exciting. There’s always something to do.
-	Yes, but cities are crowded and dirty.
-	I agree. The suburbs are clean. And there are lots of trees and flowers.
-	It’s quiet in the suburbs, and cities are too noisy.
b) Make your own conversations about living in a city, its pros and cons.
Use the conversation above as a model. These phrases may help you:
Yes, but ...
I can’t agree ...
I disagree, I’m afraid ...
I don’t think that’s right.
That’s not the way I see it.
Oh, come off it!
Nonsense!
You can’t mean that!
You can’t be serious!
True enough ...
That’s quite right .
That’s just what I’m thinking.
I couldn’t agree more.
How true.
Oh, exactly/quite.
Informal Well, that’s the thing.
Too true
I’m with you there.
Unit VI
213
ГП Translate into English:
1.	Воздух в современных больших городах сильно загрязнен, по-
этому многие состоятельные люди переезжают в пригороды.
2.	Вы согласны с тем, что центр нашего города шумный и гряз-
ный? - Вы абсолютно правы. Главная улица переполнена
толпами людей. Лично я живу на одной из центральных улиц
и устаю от шума.
3.	Он сказал, что тропинка слишком замусорена, он не собирается
ее подметать.
4.	Движение было очень сильным, и они с трудом перешли улицу.
5.	Она написала родителям, что жизнь в столице слишком доро-
гая, но люди достаточно богаты, чтобы приобретать дома и
квартиры.
6.	Уверяю вас, что застроенные кварталы стали гораздо чище, в
них появилось много деревьев и зеленых лужаек. Жители до-
вольны.
7.	Я живу в этом городе уже двадцать лет. Когда-то это был
скучный городок, людям было нечем заняться. Теперь он стал
довольно большим городом с шумными улицами и сильным
движением.
8.	Сколько лет она живет в Лондоне? - С 1983 года. Она гово-
рит, что привыкла к нему, хотя иногда видит во сне Москву.
9.	Говорят, что все реки и озера в этом районе загрязнены,
здесь нельзя ловить рыбу. - Чепуха, я этому не верю.
10.	В этом маленьком городке не хватает жилья. Те, кто приезжают
сюда с большими семьями, вынуждены уезжать в другие места.
Ш Fill in prepositions where necessary and retell the text:
Industrial Misery
... the Industrial Revolution, many people moved ... the country
... the towns, where they usually lived ... dirty and overcrowded con-
ditions. They worked long hours ... very little money. Even small
children had to work ... the factories and mines. Many writers, ...
particular Charles Dickens, have written ... their misery. He wrote this
description ... one ... the new industrial towns:
“It was a town ... red brick, or .. brick that would have been red
if the smoke, and ashes had allowed it. It was a town ... machinery
and tall chimneys ... which smoke came ... ever and ever. It had a
black canal ... it and a river that ran purple ... bad-smelling dye.”
Today the noise and smoke ... factories ... the time ... Dickens
have been replaced ... modern industry, and the 19th century slums
have been cleared.
(From: Spotlight on Britain)
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Essential Course
m a) Read the following text:
During the 1930’s, a Swiss architect, Le Corbusier, called the
house “a machine for living in”. By this he meant that the most im-
portant part of a house was not its external appearance, but its func-
tion or use for the people who lived inside. Houses built according to
Le Corbusier’s ideas were stark and angular. Almost every form of
decoration was done away with, concrete was preferred to brick and
with their flat roofs, these “ultra-modern” houses looked like white
sugar cubes.
b) Nowadays a lot of people think that high-rise concrete buildings do
no credit to our cities and towns. Can you continue the list of argu-
ments against them?
•	Multi-storey flats changed the skyline of our cities for the worse
•	Mothers living high up cannot watch their children at play.
•	Old people, nervous of the lifts, rarely go outdoors.
•	Many people feel isolated and unhappy.
Match the words in the right-hand column with their definitions in
the left-hand.
What Is It?
1)	A set of rules 2)	Part of the road which is raised or marked, where pedestrians can wait in the middle of the road 3)	Edge of the pavement 4)	A place at the side of the road where people walk 5)	Person who walks 6)	Place where people can walk across the road safely 7)	Type of crossing which has black and white stripes painted on the road 	. 8)	Place where two or more roads meet 1 9)	Red, yellow and green lights which tell \ traffic when to stop and when to go ' 10)	Anything which travels along the road on wheels	a)	Road junction b)	Vehicle c)	Pedestrian crossing d)	Kerb e)	Island on the road f)	Pedestrian g)	Code h)	Traffic light * i) Zebra crossing j) Pavement or Footpath
Unit VI
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a) Fill in the prepositions or adverbs where necessary. Your choice is:
across, on, in, from, of, near, for, along, at, with, past.
How to Cross the Road
1.	Where there is a pavement or a footpath walk ... it.
2.	Keep as far away ... traffic as possible.
3.	Young children should cross ... the road ... their parents or an
elder brother or sister.
4	It is safer to cross ... subways, islands, zebra crossings, traffic
lights or where there is a policeman. If you can’t find any good
crossing places like these, choose a place where you can see
clearly ... the roads ... all directions.
- 5. Don’t stand too ... the edge .. the pavement. Stop a little way
back ... the kerb - where you’ll be away ... traffic, but where
you can still see if anything is coming.
6.	Look all round ... traffic and listen. Traffic may be coming . .
any direction, so take care to look ... every road, and listen too.
7.	If there’s any traffic near, let it go ... . When there is no traffic
near, walk straight ... the road.
b) Play the role of a teacher talking to seven-year-olds about how to
cross the road. Use the information above and any other rules you
can think of. These phrases may come in handy:
I.think you should/shouldn’t ...
If I were you I wouldn’t/would ...
I think you ought to ...
I would/wouldn’t recommend ...
On no account should you ...
I would advise against ...
You’d better (not) ...
Watch out for ...
Mind you don’t...
Take my advice and ...
Match the numbers above
tions below:
a)	Turn right ahead
b)	Pedestrian crossing
c)	Stop and give way
d)	Road narrows on both
sides
e)	Route to be used by
pedal cyclists only
0 Vehicles may pass either
side
g) No pedestrians
h) Crossroads
0 Two-way traffic crosses
one-way road
the road signs with
their verba) dcscrip-
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Essential Course
EE Translate into English:
1.	Я не умею ездить на велосипеде, но мне очень хотелось бы
научиться.
2.	На этой улице сильное движение. Будь осторожен, пожалуйста!
3.	Вы не могли бы меня подвезти? Это совсем недалеко прямо
по этой улице, а потом направо. Вся дорога не займет у вас
больше пяти минут
4.	Лондонские красные двухэтажные автобусы известны во всем
мире.
5.	Неожиданно я почувствовал себя усталым и одиноким в этом
огромном городе.
6.	Если заблудишься, обратись к полицейскому. Он тебе всегда
поможет.
7.	В центре города находился прекрасный собор в готическом
стиле, построенный еще (as early as) в XVIII веке.
8.	Сядь на семичасовой и поезжай в Лондон. Ты приедешь как
раз к открытию выставки.
9.	Очень трудно будет найти друг друга на этой шумной, мно-
голюдной улице. Давай лучше встретимся на станции метро
10.	Поставь машину здесь, у подземного перехода: дальше по
улице идут дорожные работы.
Fill in articles where necessary:
1.	They walked along ... winding, cobble-stoned streets that dated
from ... Middle Ages, and spent hours at ... tulip fields on
outskirts of ... city.
2.	... bus, because of ... unevenness of ... road, lurched and swayed.
3.	... house was off ... main road and there was no ... traffic at
that time of ... night.
4.	At ... next stop she would be on her way to ... school again.
5.	... London was unseasonably warm for ... October, and ... English-
men and tourists alike took ... advantage of ... bright sunshine
6.	... noon traffic was heavy with ... hold-ups at ... Trafalgar
Square, ... Charing Cross, and . Piccadilly Circus
7.	... white car turned off ... Oxford street to ... New Bond Street.
8.	I boarded ... eighty-eighty bus and sat in ... front seat on ... top
9.	... store was crowded with .. shoppers.
ш a) Read the following dialogue:
Looking at the Map of Cambridge
The Blacks are meeting Mr. and Mrs. Smith. They are planning to
do some sightseeing together.
Mrs. Black: We’re here, in Station Road and we’re going to meet the
Smiths at the entrance to St. John’s College.
Unit VI
217
Mr Black: That’s ideal. We’ll go straight along this street and when
we get to that church, we’ll turn left.
Mrs. Black: Yes, then after we’ve looked at some of the colleges,
we’ll walk along this road to St. John’s.
Mr Black: Perhaps we ought to walk down this lane here. It leads
to a bridge over the river.
Mrs. Black: Yes, that sounds as if it’ll be nice.
Mr. Black: Shall we walk or shall we catch a bus to the town cen-
tre? I always prefer walking.
Mrs Black I usually prefer going by bus But wait a minute. We’ve
forgotten the Fitzwilliam Museum. Don’t you want to
see that?
Mr. Black: Of course I do. Let's go there first.
b) Plan a sightseeing tour of your native town with a friend. Use the
italicized words and phrases.
Here are ten of the places most popular with foreign visitors to Lon-
don. Read the information about them. And now you have to choose
only three places because you haven’t got much time for sightseeing.
What is your choice and why? Use the following:
• I(’d) prefer ...
• I’d rather ...
• As for me ...
•	I find ... more interesting/enjoyable than ...
•	I like/enjoy ... more than ...
•	My choice/preference would always be
Ten Popular Places
Tower of London: famous for the Crown Jewels (crowns, diamonds,
etc. of the Royal Family), prisons, arms (guns, swords, etc.) and
the “Beefeaters” - the guards of the Tower.
Westminster Abbey: church where Elizabeth II and those before her
became kings and queens of England - many famous people are
buried there.
Houses of Parliament: centre of British government - famous clock
“Big Ben”.
St. Paul’s Cathedral: Christopher Wren’s great church.
Trafalgar Square: famous meeting place for crowds at the time of
important national events, on the last day of the year - and to
feed the birds.
Piccadilly Circus: centre of one of London’s busiest districts for shop-
ping, theatres and cinemas.
National Gallery: more than 2,000 British and European paintings,
mainly from the 15th to 19th centuries.
Buckingham Palace: home of the Royal Family - visitors can watch
the Changing of the Guard in front.
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Essential Course
British Museum: full of interesting things from the past and the pres-
ent, from Britain and the rest of the world.
Madame Tussaud’s: criminals, film stars, the Beatles ... all kinds of
famous people made of wax.
	a) Here are ten cities and towns that are very popular with visitors to Britain. How many have you heard of? Do you know what part of Britain they are in? Look at the map.		
	Bath Cambridge Canterbury Chester	Edinburgh Exeter Norwich	Oxford Stratford-upon-Avon York
b)	Can you name ten cities in Russia well worth seeing? Explain your choice.		
a) Read the text using a dictionary:
The Historic City of York
As well as being an example of living history, the city knows
well how to show its history to visitors. The National Railway Mu-
seum’s collection of steam trains and Royal Carriages is world-
famous. In the Castle Museum one can imagine oneself in a 19th
century world of Victorian streets, shops, farmhouses and homes.
York Story, in Castlegate, is a lively museum showing how the city
of York grew during 1900 years. In the newest museum, visitors
travel in a special electric car (hke a time machine) through an origi-
nal Viking street with the sights, sounds and smells which a Viking
in York would have experienced.
Most splendid of all, of course, is the magnificent Minster. It is
the largest Gothic cathedral in northern Europe and the most impor-
tant church in the North of England. It is famous for its mediaeval
stained glass windows, and the interior is full of colour and light
You can see the huge Minster for miles. You can climb to the top
of the tower or take a trip into history below ground, where you can
see the Roman remains.
(From: Spotlight on Britain)
b)	Answer these questions:
1.	What museums can you visit in York?
2.	What can you see in the newest of York’s museums?
3	Which is the most important church in the North of England?
c)	Speak about the museums of York.
Unit VI
219
Ш Fill in articles where necessary:	tn
1.	... arrival of ... aircraft has been delayed.
2.	She went in and prayed in ... Westminster Abbey while her hus-
band was flying ... day after ... day to ... Germany.
3.	As he walked he wondered where his son would be sent to meet ...
enemy, ... Africa? ... Australia? ... India? ... England? ... Russia?
4.	... street was narrow and at ... busiest of ... times carried ... very
little traffic.
5.	... following week Mum and Dad went down to ... Cornwall to
see ... house again while Debbie and I were at ... school.
6.	... conductor carried ... suitcase to ... end of ... carriage and
helped Tracy down ... steps train began to move.
7.	There will be ... plane ticket for ... Geneva waiting for you at ...
Swissair counter.
8	In ... light of ... distant lamp, in ... light of ... Big Ben I saw
her pale little face.
9	She drove ... car behind ... stand of ... giant willow trees, where
it was hidden from view, and turned off ... engine, listening to ...
nocturnal sounds of ... insects.
10.	... Ritz Hotel in ... Madrid is considered ... best hotel in ...
Spain, and for more than ... century it has housed and fed
monarchs from ... dozen European countries.
E a) Make a list of words you will need to describe a museum or a
picture gallery.
b)	Describe one of the museums you’ve visited in the form of a letter to
a friend. Remember: your address is usually written in the top right-
hand corner of the page. The date is written beneath the address and
is written in full. Start your letter with “Dear ...”, finish it with “All
the best" or “Best wishes” or “Lots of love".
c)	Learn to address the envelope correctly from the example below:
| Airmail |
Sarah Stewart
16 Pudding Lane
Throckley
NEWCASTLE-UPON-TYNE
NE 15 6BQ
UNITED KINGDOM
Notice that the name of the town, the country and the code are in
capital letters. Write the postcode at the end of a British address
like the one in the example.
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Essential Course
a) Read the following text:
Post in the UK
Post from one place in Britain to another can be sent either first
class or second class. First class post usually arrives the next day,
and second class post, which is a little cheaper, takes a bit longer.
One stamp, either first class or second class, is enough for a letter
weighing not more than 60 g. Besides letters you can send small
packets, printed papers (books or newspapers) and parcels. When
you’re sending mail you can choose airmail or surface mail. Airmail,
as you probably know, is mail sent by plane. Post going by airmail
needs airmail labels (things you stick or tie to a parcel, envelope,
etc.). A cheap, easy way to send a letter by air is to use an aero-
gramme. This is the special kind of letter sold by the post office
which you write on, fold, stick and then post. Aerogrammes already
have a stamp and cost the same to send to any country. Surface
mail, which goes by train, ship, etc., is cheaper but of course slower
than airmail. Anything posted abroad from Britain, apart from letters
and postcards, may have to carry a customs declaration label, with
details of the contents and their value.
(From: Discover Britain)
b) Find in the text English equivalents for the following:
посылать первым/вторым классом письмо весом не более 60 г сложить, заклеить и послать по почте открытка таможенная декларация	бандероль посылка авиапочта наземная почта ярлык (наклейка)
содержимое (посылки) и его стоимость	авиаграмма
c) Answer these questions:
1.	Letters and postcards are two types of post service. What other
kinds of post service do you know?
2.	How does first class post differ from second class post?
3.	What is the advantage of airmail?
4.	What is an aerogramme?
5.	When do you need a customs declaration label?
d)	Speak about post in this country. Use the text above. You may also
need the following:
postman/woman, to deliver post, post box, Post Office staff, tele-
gram, to make a phone call (local, national, international)
Unit VI
221
и a) Read the following dialogue with a fellow student:
Post Office
Mr. White: Hello, I want to buy some stamps. My wife’s got
something to send to Switzerland. She wants to
send some letters to Scotland, too. Can she post
them here?
Post Office man: Yes, she can. How many stamps would you like?
Mr. White: I’d like five twenty-five pence stamps and three air
letters, please.
Post Office man: Here they are. Is this the packet for Switzerland?
Mr. White: Yes, it is.
Post Office man: Airmail or ordinary mail?
Mr. White: Airmail, please. And these letters are going to
Scotland.
Post Office man: First class or second class?
Mr. While: First class, please.
b) Make up a similar dialogue between a customer and a Post Office assistant.
23 Pairwork. Practise the model below. Use the given phrases.
Model:
A: Do you think I ought to send a telegram"!
B: No, I think you’d better phone him up.
.. post the letter?
.. send her a Christmas card?
.. buy a book of stamps?
.. send it in a registered envelope?
.. buy a few airmail labels?
.. send the parcel by surface mail?
. leave a message?
. have a word with Alice?
. phone the manager?
. hang up?
. ring him back?
Complete these conversations:
1.	A: Hallo. This is Mary here. Could I talk to Sue, please?
B: I’ll just see if she’s in.
A: All right.
2.	A: Hallo. My name is Richard Coppen. Can I speak to
Judy, please?
B: Hang on a moment.
A: OK.
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Essential Course
3.	A: Hallo. Paul speaking. Is Norman there, please?
B: I’ll find out if he’s at home.
A: Right.
EE a) Translate into English in written form:
Вчера я нашел в своем почтовом ящике письмо от друга с
приглашением приехать к нему в Петербург на зимние канику-
лы. До каникул оставалось всего несколько дней, и я решил
сразу же написать ответ. Я перевернул всё вверх дном в квар-
тире, но не нашел ни конверта, ни марок. Я понял, что придет-
ся идти на почту...
b) Continue the story. Add at least 15-20 phrases in English.
EH Translate into English paying attention to the uncountable nouns:
1.	Какая волнующая новость! Вскоре об этом будет говорить
весь город.
2.	Почему твои волосы выглядят так неопрятно? Тебе бы сле-
довало расчесать их и завязать хвостик или заплести косу.
3.	Я никогда не видел такого сильного уличного движения,
как в центре Лондона.
4.	У тебя слишком мало денег, тебе не хватит их на все по-
купки, которые ты хочешь сделать в центре.
5.	Мне бы хотелось получить кое-какую информацию о прибы-
тии и отправлении поездов.
6.	Мои знания об этом городе очень ограниченны, вот почему
я хочу прежде всего сходить в городской музей.
7.	Я давно коплю деньги. Они нужны мне, чтобы брать уроки
вождения.
8.	Какая чудесная погода! Давай возьмем машину и поедем за
город.
9.	Я уже давно подыскиваю себе жилье неподалеку от универ-
ситета.
10.	Наша квартира совсем пуста. Мы еще не купили мебель.
11.	Мне нужна хорошая почтовая бумага и красивая поздрави-
тельная открытка. Сколько это будет стоить?
12.	Я никогда не беру с собой много багажа, я предпочитаю
путешествовать налегке.
Unit VI
223
ЕВ a) Read the text and make up as many questions about it as possible:
WINDSOR CASTLE
Of the many Royal Palaces in Europe none can trace its origin
to so early a period as does Windsor Castle or is so closely con-
nected with national history. For over 800 years Windsor has been
the residence of the Kings and Queens of England. The building on
the present site is undoubtedly of Norman origin, and the site itself
was originally chosen for strategic purposes. Interesting and attrac-
tive stories attributing the origin of the Castle to Roman and
Saxon times are probably legendary, although it is known that Ed-
ward the Confessor had a palace at Old Windsor, some three miles
away.
It is at any rate certain that in the year 1086 entry is found
in the Domesday Book referring to a Fortress on the present site.
During the reign of the Norman Kings the Castle grew in impor-
tance, and the buildings had attained the proportions of a Royal
Palace.
The Round Tower has been the central feature of the Castle
since its original conception. The early Norman structure was
probably some form of fortification erected on a natural mound,
protected by a moat, probably also by a strong palisade. This was
replaced by a masonry ring wall, late in the 12th century. The first
substantial building erected on the mound was known as the Rose
Tower, which was built by Edward III, and in which the King
convened a “Round Table” after the manner of the mythical King
Arthur. Knights and Squires from every country in Christendom, as
well as those of England, were invited to attend, and the meeting
took place within the Tower. In 1344 the order now known as the
Order of the Garter was established within its walls, when 26
Knights were elected members, including Edward III and the Black
Prince. Persons of importance have been held captive in the Tower
from its earliest times. The Tower is the official headquarters of the
Governor of the Castle, an office which dates back to the reign of
William the Conqueror.
The Tower was raised to its present elevation by Wyatville
during the extensive renovations carried out early in the nineteenth
century. The present Tower is considerably higher than any previous
building, and is crowned with a flag tower, from which the Royal
Standard is flown when the King is in residence, the Union Jack
being displayed on other occasions. An ornamental old-time garden
now takes the place of the original moat.
In the centre of the Tower is a well, 164 feet in depth.
224
Essential Course
For varied picturesque scenery and for historic associations, few
parks can rival Windsor Great Park, access to which is via the
celebrated Long Walk, which is entered from Park Street.
(From: Official Guide to Windsor Castle,
the Town and Neighbourhood of Windsor)
b) Make up an advertisement inviting tourists to Windsor, using words
and word combinations from the text.
UNIT VII |
One is never too old to learn.
(Proverb)
LEARNING
САП BE ENJOYABLE
GRAMMAR EXERCISES
Before you start doing the exercises make sure that you remember
how to handle:
•	the Present Perfect Continuous Tense,
eg. John’s hands and even face are dirty, he has been digging
up potatoes in the vegetable garden.
How long have you been writing this novel? - I've been
writing it since last year.
•	the Past Perfect Continuous Tense,
e.g. Her hair was wet. She had been washing it.
•	the Complex Object Constructions,
e.g. The boy found his parents reading his letters.
We want you to know this grammar rule.
She heard someone enter the kitchen and turn on the hot tap.
•	the Gerund,
e.g He always enjoys listening to classical music.
She is good at sewing and embroidering.
We feel like having a short rest.
a) Write the forms of these verbs in the Present Perfect Continuous
and the Past Perfect Continuous Tenses as in the model.
Model-.	have been making;	has been making;	had been making
to	work	to live	to talk	to	write to travel
to	study	to watch	to cry	to	go	to quarrel
to	look	to do	to hold	to	laugh to wait
to	walk	to learn	to teach	to	show
226
Essential Course
b) Make up and write down your own sentences in the Present Perfect
Continuous Tense as in the model.
Model: He has been talking about his illness for half an hour. I’m
tired of it.
Your eyes are red. Have you been crying!
2 Open the brackets using the verbs in the Present Perfect Continuous
Tense. Translate the sentences into Russian:
1.	I (to clean and to tidy up) the house. What an extraordinary sat-
isfaction there is in cleaning things!
2.	“Good evening,” said Mor, “good evening. I see the picture has
begun.” “Begun!” said Demoyte. “I (to sit) ail day for a portrait
of one of my rugs. Come and look at this masterpiece!”
3.	Miss Carter must be exhausted. She (topaint) or pretending to paint,
for about six hours. “I am tired,” said Miss Carter. “Mr. Demoyte
doesn’t believe it, but I’ve done a great deal of work today.”
4.	Since I was eighteen I (to write), ten years already, and so what?
I’ve written ten novels and five plays and God knows how many
short stories.
5.	“Someone (to tamper) with the slides!” Bill said into her ear
6.	“Why didn’t you let us know at once?” said Effingham. “So
much (to happen) all day.”
7.	They said good-day, and all departed to get her. She turned to
Mor. “You (not to look)\" “I have,” said Mor, smiling. “Now
you show me the pictures.”
8.	Jamesie has burnt a lot of photographs. And they (to burn) let-
ters and all sorts of things.
9.	His unmarried sister (to keep) house for him in Cambridge since
his first wife’s death.
10.	Sorry, I’m being ungrateful - and I’ve been here and eaten your
food and drunk your drink I know - but I (to think) - after all,
why should you bother about me9
E Open the brackets using the verbs in the Past Perfect Continuous
Tense. Translate the sentences into Russian:
1.	It was the end of term. They just (to talk) with Mr. Everard.
2.	The car (to speed) along as they talked.
3.	Denis, who (to stand) perfectly still, gave a sudden exclamation.
4.	The heat wave (to last) now more than a month
5.	All week Ezra (to show) Jenny how to hit a soft ball
6.	A loud burst of laughter, which the School (to hold) in with dif-
ficulty until the end of this period, broke out explosively.
7.	She was very anxious that Bill should not know that she (to
drink) whiskey.
8.	Whatever the region was, Mor thought, in which he (to wander),
one thing was certain, that he would never visit it again.
Unit VII
227
9.	The dog (to watch) us all the time, its bushy tail sweeping to
and fro against the bars.
10.	I (not to sit) in the cafe for more than a few minutes when I
heard one of the waiters calling out "Monsieur Dohnagoo”.
11.	Since his departure from the house that morning Effingham (to
talk) almost continuously to Alice.
12.	He was awakened by a murmur of voices. He had the feeling as
he woke that the voices (to go) on for some time. He lifted his
head. One of the candles had gone out and the room was very
dark indeed and cold.
13.	Mor closed the door and escaped down the corridor with long
strides. A subdued din arose behind him. He just (to give) a les-
son to the history specialists of the Classical Sixth.
14.	Karen (to try) not to think about her twin sister April since the
day she had decided to try not to think of Neville Bennett any
more.
15.	She already (to worry) about their marriage for some months, but
she had managed to convince herself that she was worrying un-
necessarily.
Q a) Read these sentences and find the Complex Object constructions in
them. Translate the sentences into Russian:
1.	I watched her walk. She had that free stride I always remembered.
2.	I'could feel the tension growing inside me.
3.	He watched her run into the water.
4.	I saw you walking down the block with Francie and I couldn’t
keep my eyes off you.
5.	I remember Hartley singing in church.
6.	He could hear his mother talking to someone in the kitchen.
7.	The boy could feel his face whiten.
8.	He heard her move in the darkness.
9.	She wants me to go down to Devonshire today, at once, in
thirty-five minutes.
10.	MacDougal didn’t see this man die. He was dead when he arrived.
H. I saw my father and mother turn into enemies, trying to destroy
each other.
• 2. But you wanted us to have friends.
13.	Kattie looked at her. She could feel a lump coming into her
throat.
14.	Of course, he must live with Emily, but I want him to come
here a lot, I want him to have his own room here.
15.	The house was very still, and in the dark of the room she found
herself listening for every sound.
16.	He could see her walking down the corridor away from him.
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Essential Course
17.	Pete pressed the button and the door closed. The elevator began
to rise. Silently they watched the indicator flash the numbers of
the floors. At five the car stopped and the door opened.
18.	As I turned round I saw Gilbert beginning to slip and slither on
the rocks.
19.	At the last moment something made me write a note to her.
20.	I moved back and let the nurse pick her up.
b) Make up a list of the verbs after which the Complex Object may be
used.
Q Translate into English in writing using the Complex Object construc-
tions:
1.	Я видела, как он переходил улицу недалеко от моего дома. У
него был очень печальный вид.
2.	Они наблюдали за тем, как Мери опустила в почтовый ящик
письмо Затем они увидели, что она садится в автобус.
3.	Позвольте мне пойти осматривать достопримечательности
ваш город так красив!
4.	Мама увидела, что Китти стоит в очереди за газетой. Так
как она не хотела, чтобы дочь ее заметила, она зашла в
ближайший магазин.
5.	Мы хотим, чтобы вы описали те достопримечательности Лон-
дона, которые понравились вам больше всего.
6.	Он не хотел, чтобы она брала такси, поэтому дал ей мало
денег.
7.	Кондуктор заставил всех пассажиров заплатить за проезд, хо-
тя некоторые из них очень хотели проехать бесплатно.
8.	Отец сказал сыну, что очень хочет, чтобы тот научился водить
машину, но сын ответил, что предпочитает ходить пешком.
9.	Дети видели, как большой грузовик повернул налево и исчез
Однако им не хотелось, чтобы полиция об этом знала.
10.	Я слышал, как он сказал кому-то, что не может дозвониться.
Потом он повесил трубку.
11.	Она хотела, чтобы шофер позвонил ей ровно в девять. Она
сказала, что собирается за покупками.
12.	Мальчик увидел, как незнакомец снял трубку и набрал какой-
то номер. К сожалению, он не смог увидеть, какой именно.
13.	Она почувствовала, что кто-то дотронулся до ее руки, и
вскрикнула.
14.	Вдруг они услышали звонок в дверь. Джон пошел открывать
Это был почтальон, которого они ждали с утра.
15.	Он хотел, чтобы она ему позвонила, как только приедет в
Москву.
Unit VII
229
16.	Я хочу, чтобы вы увидели как можно больше интересного в
мире.
17.	Она не хочет, чтобы я писала ему заказные письма
18.	Внучка увидела, что бабушка ставит пирог в духовку, и очень
обрадовалась.
19.	Мы слышали, как он сказал, что уже продал свой коттедж.
20.	Не заставляйте меня делать то, что я не хочу и не умею де-
лать. Я не умею готовить. Пусть Дженни приготовит ужин.
Q a) Use the gerund instead of the infinitive given in brackets:
1.	It was worth (to take) a risk.
2.	Where could I get a copy? It was no use (to try) libraries or
bookshops.
3.	It’s just a matter of (to seize) the initiative.
4.	“Oh, stop (to worry), will you?” said Sadie.
5.	Mr. Everard was not famous for (to put) his guests at their ease.
6	He was very severe. I can remember (to be) made to paint the
same thing again and again.
7.	She’ll despise me for (to tell) the lie, and she’ll despise me for (to
tell) her that I told her.
8.	“I don’t like (to leave) you alone in the wood,” said Mor.
9.	Mor gave up (to try) to convince her.
10.	She threw herself on the bed and went on (to cry).	‘
11	Felicity was very disappointed at not (to find) Donald alone.
12	lie could not stop (to smile).
13	Rigden was good at (to paint).
14.	I love (to pose) for people.
15.	Rain was still sitting on top of the ladder. She seemed to enjoy
(to be) there.
16.	She said, “Would you mind (to take) the ladder back to the studio?”
17.	Mor was not used to (to look) at pictures.
18.	“I don’t know that there’s any point in your (to see) her,” said
Marian.
19.	Marian heard him, but without (to understand).
20.	There is nothing in London police hate so much as (to see) peo-
ple drop things into the river.
21.	I sat there for a long time. At first I kept (to think) about the
money.
22.	I hesitated at the door. I hate (to enter) a crowded room and (to
feel) a whole gallery of faces focused upon me.
23.	I sat looking at the carpet. I felt more like (to cry) than I had
for a long time.
24.	Go on (to tell) me things.
25.	Some time later it was necessary to start (to talk).
230
Essential Course
b)	Make up and write down a list of verbs that must be followed b\
the gerund.
c)	Translate into English in writing using the gerund:
перестать болтать
бросить курить
начать писать
кончить читать
уйти, не простившись
привыкнуть рано вставать
привыкнуть поздно ложиться
иметь способности к пению, живо-
писи, танцам
это стоит увидеть
это стоит услышать
это стоит купить
хотеть танцевать
продолжать думать
любить рисовать
ни на кого не глядя
не говоря ни слова
Q Open the brackets using the verbs in the correct tenses.
1.	Edris (to hang up) the glass cloth and (to take off) his apron. He
(to work) non-stop since six o’clock and he (to feel) pretty tired.
2.	I’m not surprised you look like a student. Seaside life (to suit)
you. You (to look) twenty. Well, thirty. I (to hear) them discuss-
ing you in the bar.
3.	I (to see) you nearly three weeks ago. I (to recognize) you
4.	When he (to go) downstairs, Mr. Ketley (to tell) him everybody
(to go) to the tennis court.
5.	When she next (to open) her eyes she (to find) she (to lie) on the
sofa in Neville’s study.
6.	He (to have) breakfast with Leslie when the phone (to ring). She
(to go) to pick it up.
7.	It (to be) time for lunch but Hazen (to say) he (to be) sorry, he
(to have) (to get) to his office immediately.
8.	Then I quietly (to leave) the room and (to go) to the cloakroom
and (to put on) my overcoat and (to take) my umbrella and (to
go) downstairs and out into Whitehall. It still (to rain) a little.
9.	I (to straighten) my tie and (to go) downstairs to the drawing
room 1 hardly (to be) there five minutes when Mrs. Thompson
(to come) in with the coffee. She (to bring) it on a silver tray.
10.	Until that day I never really (to look) at a picture. I (to
know), for instance, that there (to be) three water-colours in
Aunt Emily’s living room, but outside the house I (cannot)
even (to remember) their subjects
Unit VII
231
VOCABULARY
If you want to speak about students’ life
you have to know these phrases:
to be a first/second, etc. year stu-
dent - быть первокурсником,
второкурсником И Т.Д.
to be in the third/fourth, etc. year -
быть на третьем, четвертом
и т.д. курсе
to enter university/college - посту-
пать в университет/колледж
to attend classes, lectures, lessons -
посещать занятия, лекции,
уроки
to miss classes, lectures, lessons -
пропускать занятия, лекции,
уроки
to do/read a subject - изучать
какой-л. предмет
I read English Literature in the
university. - Я изучаю анг-
лийскую литературу в уни-
верситете.
to take/do a course of a subject -
изучать курс
Му friend is doing a course of
Physics. - Мой друг изучает
курс физики.
to write an essay, a project, a test -
писать эссе, курсовую, конт-
рольную
to take/sit an examination/exam -
сдавать экзамен
entrance exams - вступительные
экзамены
final exams (finals) - выпускные
экзамены
an examiner - экзаменатор
examination period - экзамена-
ционная сессия
assessment - оценка, мнение, суж-
дение
to assess a student - оценить
студента
to give smb a mark - поставить
оценку
to get a mark in a subject - по-
лучить оценку по предмету
to get a mark for a test - полу-
чить оценку за контрольную
to get a mark at the examination -
получить отметку на экзамене
to mark and grade a paper - про-
верить и поставить отметку
за письменную работу
to make a bad/glaring/silly mistake
сделать грубую/вопиющую/
глупую ошибку
to pass an exam сдать экзамен
to fail an exam/at an exam про-
валиться на экзамене
I’ve passed two exams already. -
Я уже сдал два экзамена.
term - семестр
class - занятие
in class - на занятиях
after class(es) — после занятий
before class(es) - перед занятиями
a lecturer - лектор
a professor - профессор
a doctor - доктор
Dean - декан
Deputy Dean - заместитель декана
Rector - ректор (университета),
директор (школы)
an academic tutor - научный ру-
ководитель
232
Essential Course
timetable - расписание
schedule — расписание
lunch break - обеденный перерыв
to take/make notes of a lecture -
делать записи на лекциях
to be good at English - иметь
способности к английскому
языку
to do well in Linguistics - иметь
успехи в языкознании
to be interested in History - инте-
ресоваться историей
to have difficulty/trouble in (doing)
smth - иметь трудности в чем-л.
to get/win a scholarship (If a stu-
dent gets a scholarship to a
school or university, his studies
are paid for by the school or
university or by some other or-
ganisation.) - получить стипен-
дию, получить право на сти-
пендию (в университетах и не-
которых школах) (Если сту-
дент получает право на сти-
пендию, в школе или универси-
тете, его обучение оплачи-
вается школой или университе-
том или иной организацией.)
to apply for a scholarship - про-
сить стипендию
to get a (student) grant (to get a
sum of money that the govern-
ment gives to a student for edu-
cation) - получать стипендию
(грант) (получить сумму денег,
которую правительство дает
студенту на образование)
These words and phrases describe language learning:
a dictionary - словарь
an explanatory dictionary - толко-
вый словарь
vocabulary - словарный запас;
словарь языка (писателя)
to search one’s vocabulary for the
exact word - искать нужное
слово в своем словарном
запасе
an encyclopaedia - энциклопедия
a rule - правило
a grammar rule - грамматическое
правило
a spelling rule - правило право-
писания
to spell - называть по буквам,
писать по буквам
English spelling - английское
правописание, английская
орфография
spelling mistakes - орфографичес-
кие ошибки
to pronounce - произносить
pronunciation - произношение
accent - произношение; акцент
an Irish accent - ирландский ак-
цент
to read aloud - читать вслух
to read silently - читать про
себя
to read to oneself - читать про
себя
to repeat - повторять
to revise - повторять материал
to look a word up in a dictionary -
смотреть слово в словаре
a list of words - список слов
to be on the list - быть в списке
to mean - означать, значить
meaning - значение
Unit VII
233
transcription - транскрипция
to transcribe - транскрибировать
to write in transcription - писать
в транскрипции
to read books in the original -
читать книги в оригинале
to listen to (the) tapes - слушать
записи
to watch videofilms - смотреть
видеофильмы
to work in a language laboratory-
работать в языковой лабора-
тории
to do exercises orally - делать
упражнения устно
to do exercises in written form/in
writing - делать упражнения
письменно
to master English - овладеть анг-
лийским
to make (good) progress in English -
делать (большие) успехи в
английском
to get a good command of English -
хорошо овладеть английским
to learn something by heart/by rote -
учить что-л. наизусть
to translate into English - перево-
дить на английский
to translate from Russian into
English - переводить с рус-
ского на английский
oral/written translation - устный/
письменный перевод
Here are a few phrases
if you try to teach English to a class of students:
Who* is absent/away/missing from
the class? - Кого нет на за-
нятии?
Why are you late? - Почему вы
опоздали?
Where have you been? - Где вы
были?
What’s your homework for today? -
Какое домашнее задание на
сегодня?
What’s the English for лиса? -
Как по-английски лиса?
The English for лиса is a fox. -
По-английски лиса - a fox.
Open your books at page 44. - От-
кройте книги на странице 44.
Look at the picture. - Взгляните
на картинку.
What can you see in the picture?-
Что вы видите на картинке?
Describe the picture to us. - Опи-
шите нам картинку.
Finish it off at home. - Закончите
это дома.
For your homework do Exercise 7
on page 137. - На дом уп-
ражнение 7 на странице 137.
Has the bell gone? - Звонок был?
The bell hasn’t gone yet. - Звон-
ка еще не было.
Here’s the bell/buzzer. - Вот и
звонок.
Let’s start our lesson. - Давайте
начнем урок.
Let’s get started. - Давайте нач-
нем.
The lesson/class is over. - Урок/
занятие окончен(о).
Our time is up. - Наше время
истекло.
234
Essential Course
EXERCISES
Q Answer these questions:
1.	What year are you in at the university?
2.	What department are you in?
3.	When did you first start thinking of entering the Teacher Train-
ing University?
4.	At what age do young people usually enter university in Russia?
5.	How old will you be when you graduate from the university?
6.	How often do you attend classes9
7.	How often do you miss lectures?
8.	Are the classes and lectures at our department compulsory or op-
tional?
9.	What subjects are you doing in the first year? What are your fa-
vourite subjects?
10.	How often do you have to write tests in English? Do you often
get good marks for them?
11.	When do students take their examinations during the academic year?
12.	Do you always make notes of the lectures you listen to? What
does it depend on?
13.	Do you think all the subjects should be compulsory? What sub-
jects should be optional in your opinion?
14.	Are you doing well in English? Do you find it interesting to
study foreign languages? What other foreign languages would you
like to start learning?
15.	What technical devices can be used when learning foreign languages?
16.	What do you usually do after classes?
2 Translate and transcribe these words:
оканчивать колледж	университет	лекция
вступительные экзамены	студент	лектор
предмет (учебный)	курс	
EE Correct these false statements using an introductory phrase to express
your disagreement:
1.	Students never fail their exams.
2.	You are a third-year student.
3.	There are three examination periods in the academic year.
4.	Most of the students of the Foreign Language Department of the
Teacher Training University often miss their classes without any
valid reasons.
5.	You needn’t take any exams to enter university in Russia.
6.	If you do well in a subject you always fail your exam in it
Unit VII
235
7.	The first-year students of our department are not interested in
language learning.
8.	There are no breaks between classes and lectures.
9.	Students do not take any exams before graduating from university
10.	Your answer should be very good if you want to get a bad
mark at the examination
Ш Translate into English:
быть на третьем курсе
конспектировать лекции
делать успехи в географии
получить отметку за ответ
поставить отметку на экзамене
зимняя экзаменационная сессия
интересоваться русской литературой
декан факультета иностранных языков
посещать занятия
сделать ошибку
способный студент
строгий экзаменатор
писать контрольную
поступать в колледж
изучать курс истории
Е Read and then spell the words without consulting a dictionary:
[.aeka'demik]	['01ЭГ1]	[ig'zaemina]	['knlidj]
[hrj'gwistiksl	[pra'fesa]	[a'tend]	[va'kaebjolan]
['dikjann]	[fell]	['esei]	
E Say a few words about how you became a university student. Use the
following phrases:
to apply for admission to ...	to take exams
the Department of Foreign Languages	to pass exams
to get a mark in a subject	oral/written exams
EE Fill in prepositions or adverbs:
1.	You may find the answer ... the back ... the book.
2.	The sitting-room our client opened .. the ancient court ...
the old cottage.
3.	... the ground floor was the tutor’s room
4.	Give me a good translation ... this sentence.
5.	The examination must be postponed ... fresh papers are prepared.
6.	I have a new writing table ... a fine surface . red leather
7.	The lecturer unlocked the outer door and ushered us .. his room
We stood ... the entrance while Holmes made an examination ...
the carpet
8.	“I must explain .. you, Mr. Holmes, that tomorrow is the first
day ... the examination ... the Fortescue Scholarship. I am one ...
the examiners.”
236
Essential Course
9.	My subject is Greek, and the first ... the papers consists ... a
large passage ... Greek translation. This passage is printed ... the
examination paper.
10.	What are you interested ...? - I’m interested ... languages.
EE
Transcribe all the words and phrases which refer to language learn-
ing. Consult a dictionary if necessary.
QQ Read and write down the words without consulting a dictionary or the textbook:			
['ru:la|	['глЬэ]	['eksasaiz ,buk|	['taipraita]
['кл1э 'pensl]	['steipla]	[,desk 'daiari]	['bairaol
['lafaunz]	I'faolda]	[ka'set n,ka:da]	
['fa:pna|	['desk.dra:	Lpnkit 'kselkjoleital	
Ш Answer these questions:
1.	What is the name of the reference book which contains informa-
tion on all branches of knowledge?
2.	Do you ever use any encyclopaedia? What encyclopaedia do you
use?
3.	What is a dictionary? How many dictionaries have you got?
Have you got an explanatory dictionary?
4.	Are you good at English spelling? What do you do to make
your spelling better?
5.	What should a student do to improve his pronunciation? What
do you do to have good pronunciation?
6.	Do you ever read aloud in English? How often do you do it?
What for?
7.	How often do you work in the language laboratory?
8.	Do you read books in the original? Which is easier for you, to
read books in the original or adapted books?
9.	Do you often look words up in a dictionary? What is your fa-
vourite dictionary?
10.	How often do you listen to tapes or watch video-films? Does it
help to improve your listening skills?
11.	Which exercises do you prefer, oral or written? Why?
12.	Do you find it useful to transcribe English words?
13.	Have you got your own method of memorizing new words? What
is your method?
14.	What pieces of advice can you give to those who only start
learning a foreign language?
15.	How long have you been learning English? Have you made any
progress? How large is your vocabulary?
Unit VII
237
IE Give the English variants for the following:
точилка для карандашей	шариковая ручка	ластик
тетрадь (для упражнений)	писчая бумага	пенал
корзина для мусора	авторучка	пластинка
цветной карандаш	наушники	кнопка
настольный календарь	пишущая машинка	папка
ящик письменного стола	фломастер	дырокол
карманный калькулятор
ЕЕ a) Fill in articles where necessary:
I.	Before that I had been browsing in ... Danish dictionary over my
toast and tea.
2.	Mr. Osmand taught ... French and very occasionally ... Latin at
... modest unambitious filthy little school which I attended He
had been at ... school for many years but I did not become his
pupil until I was about fourteen.
3.	I learned ... French and ... Latin and ... Greek at ... school. Mr.
Osmand taught me ... German in his spare time. I taught myself
... Italian.
4.	“How can one tolerate ... language where ... word for “mother”
is little fatherT' “Is it?” “... Esperanto for “mother” is patrino."
5.	... cleverest man looks	... fool if	he can’t	speak ... language
properly.
6.	“What ... language are	you going to learn	next, Hilary?” "...
Sanskrit. I’ve met ... wonderful Indian girl who’ll teach me. I’m
jealous!” “I can’t think	why you	want to	learn ... dead lan-
guage.” “He knows all	... living	ones,” said Freddie. “No, I
don’t. I don’t know ... Chinese or ... Japanese or any Indian or
African or Polynesian language. My Turkish is shadowy. My
Finnish is poor.”
b) Copy out the names of all the languages mentioned in the exercise,
transcribe them. Then make up and write down sentences according
to the model.
Model. English is spoken in Great Britain, America and some other
countries.
EE Translate into English:
1.	Он сейчас изучает турецкий, так как собирается в Турцию в
командировку.
2.	Она только что сдала экзамен по французскому. - Наконец-
то. Я рада за нее.
3.	Если вы хотите хорошо овладеть английским, вы должны
ежедневно посещать лингафонный кабинет, читать книги в
оригинале, слушать радио, смотреть видеофильмы.
238
Essential Course
4.	Вам следует улучшить произношение. Слушайте пленки, по-
вторяйте упражнения за диктором, читайте вслух.
5	Где мои цветные карандаши? - Ты оставила свой пенал на
скамейке в саду.
6.	Что означает это слово? - Возьми толковый словарь и по-
смотри.
7.	Как по-английски блокнот! - Блокнот по-английски notepad
или pad.
8.	Что вы сказали? Я не расслышал, повторите, пожалуйста.
9.	Моя внучка сделала большие успехи в итальянском языке. -
Сколько она его изучает? - С прошлого года.
10.	Где стоит энциклопедия? - На второй полке снизу. Пойдем, я
тебе покажу.
11.	Ты можешь спросить у него что угодно, он знает всё, он хо-
дячая энциклопедия.
12.	А теперь просмотрите вот этот список слов и отметьте те из
них, которые вам не знакомы. Выпишите их в свои словари.
13.	Сколько книг в подлиннике ты уже прочитал? - Только две -
Почему так мало? Ты мало читаешь.
14.	Возьмите красные фломастеры и подчеркните те слова, кото-
рые вам нужно протранскрибировать к следующему разу.
15.	Я больше люблю делать письменные упражнения, я лучше за-
поминаю слова, когда пишу их.
ЕЯ a) Read this information about one of the most famous dictionaries
known to learners of English, translate it into Russian in writing:
A. S. Hornby’s Oxford Advanced Learner’s Dictionary of Current
English is a dictionary that every English speaker in the world should
have at his elbow. It is compiled especially for foreign students of
English and their teachers.
The history of the Oxford Advanced Learner’s Dictionary of Cur-
rent English began in 1923, when Albert Sidney Hornby, then aged
twenty-four, went to Japan to teach English literature. He found that
his students were reading Shakespeare and Dickens with understand-
ing, but couldn’t speak or write English at all well. He found himself
teaching the language rather than its literature and, over the years,
became more and more interested in the problems of English language
teaching.
The dictionaries his students were using gave direct equivalents to
Japanese words in English, leading to absurd mistakes and misunder-
standings. It seemed to him that a dictionary entirely in English
could teach much more. It could show how words are used, bringing
them to life in a context. It could set out the rules that govern the
order of words in an English sentence. It could explain idioms. Illus-
trations could be used to add an extra dimension to definitions.
Unit Vll
239
The dictionary A. S. Hornby compiled was set in type by Japa-
nese printers and the proofs were checked, unfamiliar letter by unfa-
miliar letter, by a Japanese publisher. The first copies were ready just
before 7 December 1941, when Japan attacked the American naval
base at Pearl Harbour, and declared war on the USA and Britain.
When this happened, Mr. Hornby was still working in Tokyo, but he
was such a respected figure in Japan, and held in so much affection
by generations of his Japanese students, that special arrangements
were made by the authorities for him to leave with the American and
British diplomatic staffs.
Later editions of the dictionary were published by the Oxford
University Press: the First Edition in 1948, the Second Edition in
1963, the Third Edition in 1974.
b) Retell the text about Hornby’s dictionary.
TEXT-BASED ACTIVITIES
Before reading the text below make sure that you can pronounce the
following words correctly:
studying ['stAdirj]
enjoyable [ш'бзэ1эЫ]
basic ('beisik]
schedule ['jedju:l]
constantly [’knnstantii]
estimate ['estimeit]
project ['prndsekt]
recreation [,rekn'eifn]
unfamiliar [.лпГэ'гшкэ]
misspell Lmis'spei]
condense	[kan'dens]
record	[ri'ko:d]
particularly [pa'tikjobli]
bibliography Lbibh'ugrafi]
regularly ['regjuiali]
HOW TO STUDY
Learning can be interesting and enjoyable. It all depends
on you. This text points out some basic steps towards good
learning.
You should start with positive thinking. Don’t tell yourself
you can’t do it.
Next you should know your goal. Thus you won’t waste
time doing unnecessary work.
Finally, know yourself. Find out which methods of learn-
ing are best for you and use them.
A schedule can save you time and energy. It can keep you
from forgetting important things. With a schedule you won’t
constantly have to decide what to do next. Make out a chart
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Essential Course
for a full week. Try to estimate how much time you’ll need
for each subject and schedule these times. Weekends are good
for working on longer projects or recreation.
When studying foreign languages, it is important to read
more for ideas than for the meaning of isolated words. Try to
guess at unfamiliar words. When you must look up a word,
put a mark beside it in your vocabulary. Use the list of
marked words as a study list.
Spelling is one subject where mechanical copying can be a
good thing. Keep a list or stack of cards of the words you
have misspelled and want to learn.
The temptation to overload yourself with facts is strong.
But resist it! What you want are important ideas, not every
scrap of information. Whether taking notes in a lecture or
class or from a book, keep these rules in mind: (1) make notes
in your own words, (2) condense your information, (3) always
record where your notes come from. This last rule is particu-
larly important if you are writing a paper.
Study regularly and stay fit. Staying fit means proper diet
recreation each day, regular exercise and plenty of sleep.
You have some guidelines to follow, but the final results
are up to you. Self-knowledge and self-directions are the real
keys to learning. Knowing how to study will help you in many
ways and not only in college.
FF1 Give the English for:
позитивный подход
напрасно тратить время
расписание/график
сохранить здоровье/хорошую
физическую форму
основные направления, пути
написать (контрольную) работу
посмотреть слово в словаре
FE1 Answer these questions:
1.	Why is it important to know your goal when you begin studying
a subject?
2.	How can a schedule help you in your work?
3.	In what aspect of language learning can mechanical copying help
you?
4.	What three rules of taking notes are you advised to remember?
5.	What can help you to stay fit?
Unit VII
241
EC Complete these sentences without looking into the text:
1.	Studying can be ... .
2.	You should start with ... .
3.	Learn your best methods for studying and then ... .
4.	A schedule can keep you from ... .
5	Weekends are good for ... .
6.	In the long run it’ll save you time because ... .
7.	When you must look up a word ... .
8.	Spelling is one subject ... .
9.	What you want are important ideas, not ...
10.	... are the real keys to learning.
If you couldn’t do the task, read the text as many times as neces-
sary and try again.
EC Match the words in the left-hand column with their definitions:
I)	enjoyable
2)	point out
3)	basic
4)	unnecessary
5)	schedule (v)
6)	constantly
7)	chart
8)	estimate
9)	recreation
10)	stack
11)	scrap
12)	record (v)
13)	particularly
14)	fit (adj)
a)	useless
b)	pleasant
c)	small piece, fragment
d)	to plan
e)	in good physical condition
f)	orderly pile or heap
g)	to write down, to register
h)	to direct attention to
i)	sheet giving information in graphic form
j)	especially
k)	to form an opinion, judgment of smth
1)	continually
m)	fundamental
n) rest, refreshment of mind and body
EE Paraphrase the sentences using the vocabulary from the text “How to
Study”.
1.	It all depends on how you deal with the problem.
2.	Next you should know what you do.
3.	Learn your best methods for studying and then ensure the condi-
tions for them.
4	It can help you to remember important things.
5.	Work out a plan for a full week.
6.	Try to decide how much time a week every subject will take you.
7-	The temptation to learn as many facts as possible is strong. But
don’t give way to it.
8	Whether taking notes in a lecture or class or from a book, re-
member these rules.
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Essential Course
9.	Sum up your information.
10.	You have some guidelines to follow, but the final results depend
on you.
EH a) Read the paragraph written by a 13-year-old boy and be ready to
answer a few questions.
I began studying French when I was eleven and chose to do
Russian a year later I can say that I prefer a more traditional,
grammar-based approach to language teaching than I actually receive,
especially in French, which still annoys me because I frequently do
not know why something is correct or incorrect.
I find reading and writing in both French and Russian much
easier than speaking, because there is more time to think! However,
as I found out recently, speaking comes easier with practice. Discus-
sion lessons are very useful for practising speaking in addition to
learning new vocabulary.
b) Answer these questions:
1. Why does the boy prefer a traditional grammar-based approach
to teaching? Which do you prefer, a grammar-based or direct
communication approach? Why?
2. Why does the boy find reading and writing easier than speaking?
Which is easier for you?
c) Speak about your idea of language learning. Follow this outline:
•	Say when you started to learn foreign languages and if you
think it is the right age, how many you know and what other
languages you would like to learn.
•	Say what method of language learning you prefer, what you find
easy and difficult.
EE Answer these questions:
1.	Which of the rules mentioned in the text “How to Study” do
you find useful9
2.	Which of them do you usually follow?
3.	Have you got any methods of your own that you find particu-
larly helpful?
4.	Is studying interesting and enjoyable for you? If not, can you
make it interesting and enjoyable? How?
5.	Why is it important to enjoy your work?
ш Think of three rules for working at (a) difficult spelling, (b) pronun-
ciation, (c) unfamiliar words. Begin your recommendations with: First
..., next ..., finally ... .
Unit И//
243
ЕЕ Use the text “How to Study” and speak about your method of
learning. Mention
(a)	your schedule,
(b)	how you work on vocabulary,
(c)	how you take lecture notes and notes from books,
(d)	how you set up the conditions for successful work.
ЕД DO YOU SPEAK ENGLISH WELL?
a)	Read out those statements which are true in your case:
•	I hardly have any accent at all, but my grammar isn’t very good.
•	I have trouble with English pronunciation.
•	I have a hard time understanding people.
•	I speak it fluently, but I make mistakes
•	I speak it correctly but slowly.
•	I speak it very fast but my accent is terrible.
•	I understand it very well, but I speak it poorly.
•	I speak it very badly.
•	My vocabulary is still limited.
•	I still have trouble expressing myself.
b)	The phrases above are what a student might say to a teacher. Act as a
teacher and advise your students how to solve his or her problems.
Model: If your grammar isn’t good enough I advise you to do
more grammar exercises and read more.
EE Complete the text. Think of three problems you have with the Eng-
lish language.
Things are going well for me. I’m learning a lot in my English
class, and I feel better about speaking English now. However I still
have some problems.
I hope with more practice I can improve my English.
EE Fill in the blanks with what or which.
Remember: We use which instead of what when referring to a defi-
nite group of alternatives.
1.	A: ... languages do you speak?
B: French, English and some Spanish.
A:	... one do you speak the best?
B:	French.
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Essen tial Course
2.	A: I think I’ll have some soup. ... kinds do you have?
В Bean and onion. ... one would you like?
A: Bean, please.
3.	A: Excuse me - ... way is the post office?
B: That way.
A:	And ... time does it close?
B:	At noon on Saturdays.
4.	A: ... sports do you like?
В: I like all sports.
A:	Yes, but ... ones do you like best?
B:	Soccer and tennis.
5.	A: ... films have you seen recently?
B:	Spy and The Races.
A:	... one did you like better?
B:	Spy.
EE a) Complete with correct prepositions:
be proud ...	be jealous ...	be satisfied ...	dream
believe ...	be tired ...	get nervous ...	worry
be afraid ...	be excited ...	get/be interested ...	think
b) Complete each sentence with a fact about yourself:
1.	Sometimes I get tired of ... .	6.	For years I’ve dreamed ...
2.	I often think ... .	7.	1 don’t think I’ll ever be sat-
3.	I’m afraid ... .		isfied ... .
4.	I don’t like talking ... .	8.	It’s easy to get jealous ... .
5.	For me it isn’t easy to get	9.	I have always been interested ....
	excited ... .	10.	I really believe ...
FT1 a) Complete the sentences below.
Remember, to enjoy smth/doing smth/yourself
to suggest smth/doing smth/that smth should be done
to look forward to smth/doing smth
1.	My friend has always enjoyed ... .
2.	... is the game I enjoy most of all.
3.	The weather was lovely and we all enjoyed ... .
4.	Do you really enjoy this kind of ...?
5.	I’ve never enjoyed ... .
6.	Look at her, she is thoroughly enjoying
7.	I’ve always been looking forward to ... .
8.	Now that summer is coming I’m looking forward to ... .
9.	I’ve always been fond of travelling so I’m looking forward to
Unit VII
245
10.	Let me suggest ... .
11.	All of a sudden somebody suggested ... .
12	I have a day off tomorrow, so I suggest ...
13.	Harold has a brilliant idea! He suggests ... .
14.	This reading room is too crowded, I suggest ... .
b) Write 10 sentences about what you enjoy and what you look forward to.
EE Translate into English:
1.	Разрешите мне взглянуть на этот блокнот. По-моему, он
очень хорош для рисования.
2.	Послушай эту песню. Это новая запись популярной группы.
Она тебе понравится.
3.	Прочти вслух этот параграф, а мы послушаем; у тебя очень
хорошее произношение.
4.	Мы всегда с удовольствием слушаем нашего лектора. Он пре-
красно знает английскую литературу.
5.	Посмотрите на этот список слов. Вам нужно выучить их пра-
вописание и транскрипцию.
6.	Пожалуйста, взгляните на новое расписание для первокурсни-
ков. Кажется, оно лучше прежнего.
7.	Послушайте лекцию, а потом приходите в 14 аудиторию, что-
бы посмотреть видеофильм.
8.	Откройте книги на странице 93 и сделайте упражнение 10
письменно, а упражнение 11 устно.
9	Почему ты ничего не делаешь, Том? - Я забыл дома ручку,
линейку и тетрадку. - Возьми листок бумаги, вот тебе моя
ручка, приступай к делу. - Большое спасибо. - Не за что.
10.	Включите магнитофон, пожалуйста. Мы будем слушать текст
двенадцатого урока. Приготовьтесь отвечать на вопросы по
тексту.
ЕН a) Try to guess the meanings of these words. If necessary look them
up in a dictionary. Translate the words into Russian:
1)	Verbs: misinform, misinterpret, misjudge, mislay, mislead, mis-
match, misname, misprint, mispronounce, misquote, mis-
read, misspell, mistake, misunderstand, misuse.
2)	Nouns: overcoat, overdose, overpayment, overproduction, overshoe,
overview, overwork.
3)	Verbs: overact, overdo, overdress, overload, oversleep.
4)	Nouns: self-control, self-confidence, self-defence, self-direction, self-
knowledge, self-sacrifice.
b) Make up a short story of your own using as many of the above
words as you can.
246
Essential Course
EE Complete the conversation and act it out:
A:	How long have you been in England?
B:	Three months.
A: Only three months! Your English is fantastic.
B: Well, I studied English before I came here, but
EE a) Read the following text:
Oxford Words
The Oxford English Dictionary is well-known to students of Eng-
lish everywhere. It contains approximately 5,000.000 entries, and there
are thirteen volumes, including a supplement.
Some of the words are special Oxford words. For example, bull-
dog in Oxford is the name given to University policemen who wear
bowler hats and sometimes patrol the streets at night. They are very
fast runners. Punt is a word often used in both Oxford and Cam-
bridge. It refers to a flat-bottomed boat with sloping ends which is
moved by pushing a long pole in the water.
Oxford University Press, the publishing house which produces the
Oxford English Dictionary, has a special department called the “Ox-
ford Word and Language Service” (OWLS for short). If you have a
question about the meaning of a word or its origin, you can write or
telephone, and the staff there will help you.
(From: Spotlight on Britain)
b)	Say if it is true or false:
1.	The Oxford English Dictionary is published in London.
2.	The Oxford English Dictionary contains about 5 mln entries.
3.	In Oxford the word bulldog means a University policeman.
4.	The word punt means a bowler hat.
c)	Speak about:
the Oxford English Dictionary (use the text)',
the dictionary you prefer (describe it\,
the kind of English textbook you could call ideal.
EE Fill in prepositions if necessary:
1.	Your English is fantastic. Are you equally good ... Spanish?
2.	I can boast that I attended all classes ... term.
3.	My friend seldom gets excellent marks ... the exams. The trouble
is that she hasn’t got enough self-motivation.
4.	When a student says: “I have a re-sit” he or she means that
he/she failed ... it.
Unit VII
247
5.	The temptation to overload yourself ... facts is strong. But resist... it!
6.	I’m ... my first year, I entered ... University only a few months
ago.
7.	How many subjects are you doing ... your first year?
8.	Please list all the titles ... the bibliography.
9.	We have a good club ... politics where we can share our views ...
many interesting issues.
10.	It’s advisable to participate ... non-academic activities, it can
make your life much more interesting.
11.	Let’s meet ... lunch-break and have a cup of coffee together.
12.	You are doing so well ... Maths. If I were you I’d go ... the
University to read sciences.
13.	Sorry, it was only a slip ... the tongue.
14.	The lecturer ... History speaks so fast that it’s difficult to take
notes ... him.
15.	... the one hand writing an essay takes a lot of time, ... the
other hand it’s good practice.
m a) Read this conversation with a partner:
Conversation
Pete: I just can’t concentrate here in the flat. You see, Arthur,
I’ve got three essays to do ... three essays behind I am. I
• mean ... how can I concentrate with everyone else talking ...
playing records ... practising the guitar? I just can’t get pen
to paper.
Arthur: Well Pete ... you could work in the university library.
Pete: I could ... yes ... that’s perfectly true. But ... YOU know ... I
not only need to sit down and write ... I ... I ... need to
THINK. And to think I need to be able to wander around .
be on my own ... be sort of free to do as I like. Living here
in this flat with - how many others? - six ... well there are
constant interruptions, you see. You’re okey ... you live in ...
Arthur: Don’t you believe it’s as ideal as it seems. I mean people
call on you at all hours ... to borrow a book ... have a chat
... ask for something to eat ... No ... it’s anything but ideal
for a quiet life.
Pete: I can’t just tell the others to shut up. They have a right.
Arthur: You know ... I suggest you look for a small flat of your
own. A bed-sitter perhaps. Mind you ... It’ll cost a lot more
than the ... the part of rent you are paying at the moment.
Pete: Well I must do something.
Arthur: Tell you what. Let’s look at the paper. At the ads. There
might be something.
248
Essential Course
b)	Now read these statements and decide which of them are true. Cor-
rect the false ones:
1.	Pete and Arthur are students.
2.	Pete’s problem is lack of free time.
3.	Arthur advises his friend to borrow books in the university library.
4.	Pete doesn’t like to study in the library.
5.	Pete has six roommates.
6.	Arthur lives at his parents’ place.
7.	Arthur suggests his friend renting a small flat of his own.
8.	Pete refuses to rent a flat because it will cost a lot.
9.	The friends begin with looking at the ads in the newspaper.
c)	Develop the ideas in the sentences below:
1.	Pete can’t work properly because ... .
2.	Arthur suggests that Pete should work in the university library
because ... .
3.	Pete doesn’t like the idea of using the library because ... .
4.	Arthur thinks that living in a hall of residence is far from ideal
because ... .
5.	Arthur thinks that renting a flat of his own will be a good solu-
tion of Pete’s problems because ... .
6.	Pete is prepared to rent a flat of his own because ... .
d)	Act out the conversation. Try to show Pete’s irritation and nervousness.
EE In the conversation above Arthur says: “I suggest you look for a
small flat of your own.” Other ways of saying the same are:
I suggest you looking for a small flat of your own.
I suggest you should look for a flat of your own.
I suggest a small flat of your own.
Remember, the infinitive is never used after the verb suggest.
Work in pairs. Make a conversation about what to do on Sunday.
Some suggestions
go out for dinner
go for a walk
go to a rock club
go to a museum
go to the pictures
stay home
watch TV
Some objections
That’s too expensive.
That’s too boiing.
I don’t like rock.
I don’t like museums.
I’ve seen this film before.
I’m too tired.
I’m not hungry.
It’s too late/early.
Unit VII
249
ЕВ a) Read the paragraph below:
When studying be on the lookout for distractions. Friends who
drop in unexpectedly can just as easily drop out again. If they are
really your friends they’ll understand why you have to be alone with
your work. If there’s someone around to answer the telephone, let
them. Tell them to take a message. You can call back later when
you are free.
b) Say how you can avoid constant interruptions in your work.
c) Imagine that your friends have dropped in at your place. Explain to
them politely that you are busy. You can find these phrases useful:
I can’t tell you how sorry I am.	This isn’t easy to explain.
I’m sorry to have to say this.	I’m ever so sorry.
I’m afraid I’ve got something to tell you.
EE a) Use a dictionary and learn how to pronounce the words below
correctly:
efficient	catalogue	atlas	magazine	microfilm
fiction	encyclopedia	newspaper record	librarian
b)	Now read the paragraph below:
Learning to use your own or college library can make your
studying more interesting as well as more efficient. You certainly
know the main book divisions of fiction and non-fiction and the way
to use a card catalogue. Most modern libraries also have a reference
section that has dictionaries, encyclopedias, atlases. A good library is
made up of more than just books. You’ll be able to find the latest
newspapers and magazines - also such helpful learning aids as tapes,
records, microfilms and film strips. The librarian can not only help
you find what you want, but can make suggestions on other things
you might not know about.
c)	Find in the text the English equivalents for the following:
художественная литература	качественный	диафильм
отдел справочной литературы	учебные пособия	словари
d)	Answer these questions:
1.	What library (libraries) do you use?
2.	What is the library like?
3.	What sections can you find there?
4.	What reference materials are there in this library?
5.	Are there any learning aids in it?
6.	Do you know how to use the catalogue?
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Essential Course
7.	Can computers be used in a library? How?
8.	How many librarians work in your library?
9.	Do they help you to find or choose what you want?
e)	Describe your local library in every possible detail.
f)	Describe a good modern university or college library.
g) Act as a guide and show your college library to a group of first-
year students. Let the rest of the group ask you all sorts of ques-
tions no matter how unexpected they can be.
Describe your university or college. You may find these words useful:
... is situated ...	Dean’s office	games field	building
hall(s) of residence	sports facilities	library	cafe
gymnasium (gym)	laboratories	staff room	
Speak about the things you are planning to do by the end of your
first year at the university. Use the expressions from both columns:
I think I’ll ...
I’m certainly going to ...
I may well ...
I suppose I might ...
I’m hoping to ...
There’s a chance I’ll ...
develop the skill of making notes
learn to manage my own finances
gain experience that will last me a lifetime
do a lot of social work
start learning another foreign language
get married
EH Give several pieces of advice to a student who is just beginning his
university course. Use the following phrases:
If I were you, I’d ...
why don’t you ...
you’d better ...
have you ever thought of
Model: It is advisable to attend lectures.
EE What makes a good student?
a) Complete this list of qualities making a good student:
1)	initiative
2)	hard work
3)	sense of humour
4)	plenty of self-motivation
5)	responsibility
6)	adaptability
7)	the ability to work independently
8)	.....
9)	.....
10)	.....,	etc.
b)
And now rearrange the list putting all the items in the order of their
priority. Discuss your lists.
EE Make up a list of qualities that make a good lecturer. Discuss your lists.
Unit VII
251
1-71 Look at the list below and think of what a student may say about his or
her strong and weak points, likes and dislikes. Complete the sentences:
I have always liked ...
I am good at ...
I’m looking forward to ...
I don’t like ...
I have trouble ...
I have a hard time ...
ГП a) Read the text aloud and translate it into Russian:
I went to the schoolroom. A faint smell of polish hung in the
air. It looked like a schoolroom. There was a large window at one
end and heavy dark red serge curtains at them; there was a big fire-
place with a marble mantelpiece on which stood a plain carriage-type
clock. There were pictures around the room, scenes from the Bible.
There were several cupboards and a long table rather scratched and
ink-stained with a bench on one side and a high dignified chair at
the head of it, presumably for the teacher. And there were several
high-backed chairs about the room. A typical schoolroom, I thought.
(From: The Spring of the Tiger by Victoria Halt)
b) What do you think is a typical schoolroom? Describe it using the
italicized words from the text above.
c) Speak about an ideal room for modern language learning. Mention
furniture, facilities for language learning and teaching, say what
makes the room attractive.
F71 Match the words below with pictures.
pin
pencil sharpener
desk diary
file
disk
brush
stapler
ruler
rubber
earphones
biro
paper clip
notepad
hole-puncher
28

252
Essen tial Course
Щ a) Say what office materials you usually use and where you keep them.
b)	Describe your desk.
c)	Say what you do to discipline your desk. You may find these words
helpful:
throw away - litter	straighten - papers
dust - desk top	put away - unused books
sharpen - pencils	and notebooks
Suppose you are an English teacher. Explain to your student what he
or she needs for the lesson and how to organize the desk for it.
Model'. I want you to have some coloured pencils today because we
are going to draw pictures. Put them on the left-hand side
of your desk.
a)	Cassette recorders, tape-recorders and record players are widely
used at the English lesson. Learn the basic vocabulary essential for
Ihis kind of classroom activity:
I have brought the wrong cassette.
The recorder isn’t working properly.
Let me just find the beginning again.
Put this plug in the socket over there.
Could you plug the recorder in, please?
Wait a second, I’ll just rewind the tape.
Try to follow what the actors are saying.
First of all just listen. Don’t say anything.
Here goes the text, listen to it.
There seems to be something wrong with
the recorder.
Turn it on/off.
Switch it on/off.
Is it clear enough?
Sorry about the delay.
Unplug the recorder.
Is the volume all right?
Turn the volume up/down.
All together, after the
tape.
We’ll stop here for a mo-
ment.
b) Choose a suitable record or cassette and play it at the lesson. Make
sure that you communicate with the class. Use the vocabulary above.
EE a) Read the conversation:
Two years ago Tom taught English in Paris He taught at an in-
stitute for adult learners. One evening he went to another institute to
give some oral examinations.
Tom:
Student (girl):
Tom:
You speak English very well. I’m going to give you a
very good mark. Don’t worry.
Thank you very much.
Not at all. Oh, when you go out, please tell the next
student to come in.
Unit VII
253
Student: Certainly. Good-bye. (Goes out, closing door. Short pause.
Another person comes in.)
Woman: Excuse me. Are you Mr. Atkins?
Tom: Yes. You don’t know me, of course. I don’t teach here. I
just give oral examinations here now and then. Don’t be
nervous.
Woman: Nervous? Who? Me?
Tom: Now, sit down, please. I’m going to ask you a few ques-
tions. Then we are going to have a short conversation in
English. Do you understand?
Woman: Yes, of course, I do. But may I ask YOU something first?
Tom: After the examination, please. Just concentrate on MY ques-
tions for the moment. First of all, why are you learning
English?
Woman: Why am I learning English?
Tom: Yes. I mean what are you going to do with it? Are you
going to be a teacher of English? Or what?
Wontan: Please stop just a second. I really MUST ask you some-
thing first.
Tom: (irritated) Very well. If you insist.
Woman: Would you like a cup of coffee?
Tom: Pardon? What did you say?
Woman: You see, I’m English too. I’m one of the teachers hdre.
I came to ask you if you would like a cup of coffee.
(From: Kernel Lessons)
b)	Work in threes. Act out the conversation for the rest of the group.
Try to be as artistic as you can. Decide among you whose presenta-
tion was the best.
52 Translate from Russian into English:
1.	- Я думаю, что лучший способ изучения языка - слушать за-
писи на языке и смотреть видеофильмы. - А я предпочитаю
читать книги в оригинале и смотреть значения незнакомых
слов в словаре. А вообще, нет ничего лучше хорошего учеб-
ника.
2.	- Что можно купить в магазине канцелярских товаров? -
Очень многое. Например, ручки, карандаши, ластики, линейки,
папки, скрепки, тетради и блокноты, писчую бумагу.
3.	- Что ты будешь делать, когда окончишь университет? - Не
знаю точно, но думаю, что буду школьным учителем. Меня
интересуют педагогика и психология.
4.	— Вам было трудно сдавать вступительные экзамены? - Вы
знаете, я легко сдал два экзамена, но едва не провалился на
сочинении.
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Essential Course
5.	- Ты бы хотел участвовать во внеаудиторной работе? - Ко-
нечно, я уже вступил в спортивный клуб и собираюсь занять-
ся научной работой.
6.	- У нас в университете отличная библиотека. Я часто рабо-
таю в читальном зале. - Правда? А справочная литература
там есть? Я люблю иметь под рукой словари и энциклопедии.
S3 An English teacher should be able to control his students’ activity in
good English. Why not start learning how to do it now?
a)	Act as a teacher. Ask one of the students to do several sums on the
blackboard and the rest of the group to do the same in their note-
books. Use these phrases:
- Come out to the blackboard, please.
- Everyone, look at the blackboard.
- Write these sums on the blackboard.
- Can you see anything wrong with the sums?
- Try to keep your writing straight.
- Copy the sums down into your notebooks.
- Move to one side so that we can all see.
- Clean the board, please. Use the duster/sponge.
- Please, rub this off/out.
- Go back to your seat.
Models for the sums:
Formal	Informal
Add 10 to 10 equals 20 (or 10	add	10).	10 plus 10 is 20.
Subtract 10 from 30 equals 20.	30 take away 10	is	20.
Multiply 2 by 12 equals 24.	2 times 12 is 24.
Divide 40 by 20 equals 2.	40 divided by 20	is	2.
b)	Act as a teacher and get your students	to	write the dictation	below
(with their textbooks closed). You may need these phrases: capitalize
the word; make a new paragraph; put a full stop (or comma, dash,
question mark, quotation marks).
Dictation
The first roses are just coming into bloom in our garden. I have
a small private plan. My teacher is slim and blonde and blue-eyed
and has quite won my heart. I pick three pink roses for her and
carry them to school, placing them on her desk. My heart pounds in
eager anticipation of the moment when she will discover that I have
brought them to her.
Our little class gather round her. Almost fainting with excite-
ment, I watch her pick up the roses. “And who brought me these
Unit VII
255
lovely roses?” she asks, gazing out over her little group. I am just
about to speak, when another little girl jumps up and calmly claims
the glory. I am so astonished and shocked, that I simply close my
mouth and sit down. I never tell anyone about it.
(From: Philadelphia Rebel: the Education of a Bourgeois by Clara Jaeger}
When you are through with the dictation, ask the students to ex-
change notebooks with one another and check each other’s works.
Use the vocabulary of Unit VII and speak about:
1.	The most difficult exam you have ever had to take.
2.	Your first impressions of the university/college.
3.	The subjects you are learning at university or college and what
you think of them.
4.	Your idea of a very good university.
5.	The future of English language learning in Russia.
SPEAKING PRACTICE
Before reading the dialogue below make sure that you can pronounce
the following words correctly:
Wales,	[weilz]	Europe	['juarapl	Denmark	['denma:k]
Welsh	[welf]	Romans	['raomanz]	Vikings	[’vaikirjz]
Angles	I'aerjglz]	Ireland	['aialand]	Gaelic	I'geilik]
Irish	I'airiJ]	Saxons	['saeksnz]	the Netherlands [За 'neflalandz]	
Celts	[kelts]	Germany	['d33:mani]	accent	I'aeksant]
Celtic	j'keltik]	Germanic	[dja'inaenik]	dialect	['daialakt]
WHO ARE THE BRITISH?
Many foreigners say England and English when they mean
Britain, or the UK and British. This is very annoying for the 5
million people who live in Scotland, the 2.8 million in Wales
and 1.5 million in Northern Ireland, who are certainly not
English. (46 million people live in England.) However, the peo-
ple from Scotland, Wales, Northern Ireland and England are
all British.
What makes the Scottish, Welsh, English and Northern
Irish different from each other? About 2,000 years ago the
British Isles were inhabited by the Celts who originally came
256
Essential Course
from continental Europe. During the next 1,000 years there
were many invasions. The Romans came from Italy in AD 43
and, in calling the country Britannia, gave Britain its name.
The Angles and Saxons came from Germany, Denmark and
the Netherlands in the 5th century, and England gets its name
from this invasion (Angle-land). The Vikings arrived from
Denmark and Norway throughout the 9th century, and in 1066
(the one date in history which every British schoolchild knows)
the Normans invaded from France. These invasions drove the
Celts into what is now Wales and Scotland, and they re-
mained, of course, in Ireland. The English, on the other hand,
are the descendants of all the invaders, but are more Anglo-
Saxon than anything else. These various origins explain many
of the differences to be found between England, Wales, Scot-
land and Ireland - differences in education, religion and the
legal systems, but most obviously, in language.
The Celts spoke Celtic which survives today in the form of
Welsh, Scottish Gaelic and Irish Gaelic. Less than a quarter of
all Welsh people speak Welsh. Scottish Gaelic and Irish Gaelic
are still spoken, although they have suffered more than Welsh
from the spread of English. However, all the three languages
are now officially encouraged and taught in schools.
English developed from Anglo-Saxon and is a Germanic
language. However, all the invading peoples, particularly the
Norman French, influenced the English language and you can
find many words in English which are French in origin.
Nowadays all Welsh, Scottish and Irish people speak English
(even if they speak their own language as well), but all the
countries have their own special accents and dialects, and their
people are easily recognizable as soon as they speak. Occasion-
ally, people from the four countries in the UK have difficulty
in understanding one another because of these different accents.
A southern English accent is generally accepted to be the most
easily understood, and is the accent usually taught to foreigners.
Answer these questions:
1.	What four parts does the UK consist of?
2.	What languages are spoken in the UK?
3.	What is the origin of the word Britain'!
4.	From what countries did the invaders come to Britain?
5.	Why can it be difficult for people from different countries of the
UK to understand each other?
Unit VJJ
257
ш Find in the text the English equivalents for the following:
а)	Британские острова были населены кельтами
b)	единственная историческая дата, которую знают все британ-
ские школьники
с)	эти вторжения оттеснили кельтов в те части страны, где сей-
час находятся Уэльс и Шотландия
d)	англичане являются потомками всех этих завоевателей
е)	различия в образовании, религии и законодательных системах
и, что наиболее очевидно, в языке
f)	хотя они менее, чем валлийский, пострадали от распростране-
ния английского языка
g)	как бы то ни было, официальная политика способствует раз-
витию всех трех языков
h)	все они преподаются в школах
i)	южно-английский акцент обычно считается самым легким для
понимания
Try to guess the meanings of the words in the left-hand column and
match them with the definitions in the right-hand column:
1)	annoying
2)	origin
3)	originally
4)	-invasion
5)-survive
6)	particularly-
7)	accent
8)	dialect
9)	recognizable
10)	occasionally
11)	accept
a)	entering a country with armed forces
b)	sometimes, not often
c)	way of pronouncing	>
d)	to continue to live
e)	which makes you angry and irritated
f)	which can be recognized
g)	at the beginning or from the beginning
specially
h)	variety of a language spoken in a par-
ticular area
i)	to take what is offered
j)	beginning, where someone comes from
k)	especially
EE Remember what these figures stand for. If necessary consult the text.
5 million people	46 million people	the year 1066
2.8	million people	2,000 years	the year AD 43
1.5	million people
Fill in the missing words:
1.	This is very ... for 5 million people who live in ..., the 2.8 mil-
lion in ... and 1.5 million in ... who are certainly not — .
2.	What makes the ..., ..., ... and Northern ... different from each ...?
258
Essential Course
3.	About 2,000 years ago the British Isles were ... by the ... who
originally came from ... Europe.
4.	During the next 1,000 years there were many ... .
5.	The Vikings ... came from ... and Norway throughout the 9th ... .
6.	The English, on the other hand, are the descendants of all the ...,
but are more .......... than anything else.
7.	The Celts spoke ... which ... today in the form of Welsh, Scottish
... and ... Gaelic.
8.	However, all three ... are now officially ... and taught in ...
9.	English developed from ... and is a ... language.
10.	But all the countries have their own special ... and ..., and other
people are easily ... as soon as they ... .
11.	Occasionally, people	from the four ...	in	the	UK	have difficulty
in ... one ... because	of these different	...	.
12.	A ... English accent	is generally ... to	be	the	most	... understood,
and is the accent usually ... to foreigners.
ГП Work in pairs and ask your partner:
•	if England and English mean the same as Britain and British.
•	what you can call all the people living in England, Wales, Scot-
land and Northern Ireland.
•	who inhabited the British Isles 2,000 years ago.
•	if the Celts originally lived on the British Isles.
•	who invaded the British Isles in the 1st, 5th, 9th and 11th centuries.
•	where the Normans arrived from.
•	what happened to the Celts as the result of the invasions.
•	if Celtic survives today.
•	if many people speak Welsh and Gaelic today.
•	if Welsh and Gaelic are taught nowadays.
•	to what language group English belongs.
•	what language influenced English most of all.
•	how you can recognize people from different countries in the UK.
•	what accent is usually taught to foreigners.
Fill in the blanks with suitable words:
1.	The English live in ... and speak ... .
2.	... live in Scotland and speak English and ... .
3.	The Irish live in ... and speak ... .
4.	... in Wales and speak ... and ... .
5.	The Celts lived on the British Isles and spoke ... .
6.	The Romans lived in Italy and spoke ... .
7.	... live in Germany and speak ... .
8.	The Danish live in ... and speak Danish.
9.	... live in the Netherlands and speak ... .
Unit VII
259
Щ Retell the text “Who Are the British?” in detail.
Hl Translate into English:
1.	Официальное название страны - Объединенное Королевство
Великобритании и Северной Ирландии.
2.	Некоторые иностранцы думают, что в Британии живут только
англичане.
3.	Англичане - это потомки англов и саксов, вторгшихся на
Британские острова в V веке.
4.	Различия в культуре и языке англичан, ирландцев, шотландцев
и валлийцев очевидны. Иногда им трудно понять друг друга
из-за разницы в акцентах.
5.	1066 год был годом нашествия нормандцев. Эту дату знают
все британские школьники.
6.	Гаэльский язык сохранился лишь в некоторых частях страны.
На нем говорят в Шотландии, Уэльсе и Ирландии.
REMEMBER the difference between the following pairs of words:
Dictionary (h) (-ies): a book that
gives a list words in alpha-
betical order, with their pro-
nunciations, meanings or some
•other information which de-
. pends upon the type of a
dictionary;
Vocabulary (и) (-ies):
1. total number of words that
make up a language;
2. words known to a person or
used in a particular book,
subject, etc.
Copy (v) (-ied, -ying): to make a
copy of something;
Learn (v) (learnt or learned): to
gain knowledge of something
or skill in something;
Rewrite (v) (wrote, written): to
write again in a different way;
Study (v) (-ied, -ying): a) to
spend time in learning one or
more subjects; b) to examine
carefully;
EE Choose the right word from those in brackets:
1.	How many English words do students usually (learn!study) during
their first year at university?
2.	Your work looks so untidy: could you (copy!rewrite) it?
3.	I recently bought a very good pocket (dictionarylvocabulary), it
contains about 125,000 entries.
4.	I’ll be free in a moment when I finish (copying!rewriting) this text
into my notebook.
260
Essen tialCourse
5.	Let’s (sludyllearri) the problem thoroughly and see why you’re not
doing well in French.
6.	If you don’t (learn!study) your topical (dictionarylvocabulary) you
won’t be able to speak about language learning.
7.	He had to (copy!rewrite) the poem several times before he got
what he wanted.
8.	We are going to sing the song at the concert, could you, please,
(learnlstudy) the words9
9.	How long have you been (learninglstudying) English?
10.	Your (dictionarylvocabulary) is still rather limited. Why don’t you
try to read more?
ЕЛ a) Complete the columns of adjectives and the corresponding adverbs:
certain	- 			 -	obviously
	 -	originally	official - 	
	 -	occasionally	radical	- 	
particular - 	 	 -	usually		 -	easily
b)	Use the adverbs in sentences of your own.
F71 a) Find in the text “Who Are the British?” and read out the five
sentences in which the Passive Voice is used.
b) Complete these sentences:
I.	... was inhabited by Germanic tribes.
2.	... were inhabited by the Celts.
3.	... was inhabited by Slavic tribes.
4.	... is spoken in Australia.
5.	... is spoken in Finland.
6.	... are spoken in Canada.
7.	... spoken in Switzerland.
8.	Latin is a dead language now but once it was spoken in
9.	Old English was spoken in ...
10.	Old Greek was spoken in ... .
11.	... is taught in schools.
12.	... are taught in schools.
13.	... is not taught in schools.
14.	... has never been taught in schools.
15.	... will sbme day be taught in schools.
16.	... is easier understood by foreigners than the Scottish accent.
17.	Written English is easier understood than ... .
18.	English is wider spread in the world than ... .
Unit VII
261
ЕЕ Practise the vocabulary of the text “Who Are the British?”
a)	Think of different phrases in reply to which your partner could say:
uHow (very) annoying!"
Model: - My little brother has broken my watch
- Oh! How annoying!
b)	Discuss the advantages and disadvantages of learning a foreign lan-
guage (being a university student; having a big family; living in the
country; travelling by train, etc.)- Use the phrases: on the one hand
and on the other hand.
c)	Complete these sentences:
1.	When we say Gaelic we mean ... .
2.	When	we say	Celts we mean ... .
3.	When	we say	Vikings we mean ...	.
4.	... we	mean a	group of islands in	the	north-west	of	Europe.
5.	... we	mean 5	million people who	mostly	live	in	Scotland.
6.	... we mean the official language spoken in the UK.
d)	Say what influenced your choice of the university or college; your
career.
e)	Paraphrase the sentences using the word remain and the expression it
iemains to he seen:
1.	If it rains we’ll stay at home and watch TV.
2.	Wait here till I come and collect you.
3.	- I’m sure we’re going to have a hot summer this year. - We’ll
see.
4.	In England grass is green all the year round.
5.	- She’ll make a wonderful wife. - We’ll see in due course.
6.	Everyone kept silent. No one wanted to answer the question.
EE Ask each other questions as in the model, use the phrases below.
Model: Do/did you have any difficulty/trouble (in) learning English?
Phrases:
getting here;	understanding spoken English;
getting a membership card in the library; learning English pronunciation;
reading English books in the original; keeping your desk tidy;
taking lecture notes;	using a pocket calculator;
passing your term examinations;	operating your tape-recorder.
buying a good dictionary;
262
Essen tial Course
EE a) Complete the table	and write all	the words in transcription.
Country	Nationality	Major language
	•)		Argentine	Spanish
7	Australian	English
Austria	Austrian	...7?...
Belgium	....?....	French; Flemish
	7		Brazilian	Portuguese
Canada	....?....	....?...
Chile	Chilean	....?...
7	?	Chinese
Egypt	Egyptian	....?...
Finland	....?....	....?...
?	?	German
Greece	....?....	Greek
The Netherlands	Dutch	....?...
	7		....?....	Hungarian
?	Indian	Hindi
Ireland	....?....	English
?	Israeli	Hebrew; Arabic
Italy		....?...
	7		Japanese	....?...
Korea	....?....	....?...
Mexico	....?....	Spanish
	7....	Norwegian	Norwegian
?	?	Polish
Portugal	Portuguese	....?...
	7...	Spanish	....?...
7	?	Swedish
7	Swiss	French; German
Turkey	.. 7	...?...
b) Work in pairs. Talk about countries		and languages as in the models:
1) - Could you tell me what language they speak in Canada?
- Yes, English and French.
2)	- Could you tell me in what country Hungarian is spoken?
- Yes, in Hungary.
EE a) Read the following sentences paying special attention to the use of
articles with geographical names and names of nationalities:
1.	I come from Holland, but I like England very much.
2.	Sometimes there was a hot rice dish - Charles had a special
recipe he’d got in the Far East - but that was for winter.
Unit VII
263
3.	My brother went back to Africa on an expedition.
4.	He came into Rashid Street which is the main street of Baghdad,
running through it for about four miles, parallel with the river
Tigris.
5.	He was a man who travelled a lot. He had talked about the Ar-
gentine and Canada and Uganda and the USA. She had an idea
that he was actually an American or a Canadian, though he had
hardly any accent.
6.	They grew oranges, started chicken farms, went as jackaroos to
Australian stations, got jobs with meat-freezing concerns in New
Zealand.
7.	I’ve been in the running for President in a South American Republic.
8.	“Can you tell me, Miss Lemon, what exactly is a Spanish chest?”
“I suppose, Mr. Poirot, that it is a chest that comes originally
from Spain."
9.	If there is a fault about the British it is that they’re inclined to
be a bit stand-offish until they’ve known you a couple of years.
10.	“Yes, he is an Irishman." “From what part of Ireland!"
11.	He had a good friend in Egypt from whom he could borrow.
12.	No, the man is not a Jap. He is an Italian.
13.	Bella had married a foreigner - and not only a foreigner, but a
Greek. In Miss Arundell’s prejudiced mind a Greek was almost as
bad as an Argentine or a Turk.
14.	I’m getting married - to a French girl.
15.	Elsa, a German girl, was with her.
16.	Parsons looked at the little Belgian pityingly.
17.	An Englishman travelling in his car from Persia to Iraq was shot
dead - supposedly by bandits.
18.	In the door appeared an Arab who uttered some incomprehensi-
ble remarks in Arabic.
19.	On her head she wore a fantastic Chinese hat of jade-green card-
board.
20.	My father had been a minor diplomat, so as a child I had lived
in France, Turkey and Paraguay and learnt their respective
tongues.
b) Copy out all the italicized words and transcribe them.
EQ Translate into English paying special attention to adjectives:
а)	голландские тюльпаны
голландский картофель
голландский сыр
летучий голландец
швейцарский сыр
греческий алфавит
греческие персики
датский сказочник
датские галеты
кубинский сахар
264
Essential Course
швейцарский шоколад
французские духи
немецкие книги
японские зонтики
польские костюмы
американская литература
канадские коньки
шведские газеты и журналы
испанские художники
испанские музеи
итальянские апельсины
кубинские лимоны
римские каникулы
римские завоеватели
римские цифры
венгерские босоножки
румынские плащи
чешские карандаши
русская икра
русский балет
французское шампанское
английская поэзия
b)	1. Давайте спросим вот того японца, когда мы сможем уви-
деть его начальника.
2.	Это китайские туфли? Я, пожалуй, их куплю. Мне нравится
фасон.
3.	Его мать - валлийка, отец - англичанин, значит, все они
британцы.
4.	Дайте мне двести граммов швейцарского сыра. - Пожалуйста.
5.	Норвежцы живут в Норвегии и говорят по-норвежски.
6.	Британцы живут на Британских островах.
7.	Шотландцы живут в Шотландии. Шотландия находится к
северу от Англии.
8.	Датчане живут в Дании.
9.	Вы любите голландский сыр? - Да, я предпочитаю его
швейцарскому.
10.	Один из его дальних родственников живет в Японии.
11.	В группе пять испанцев и три итальянца.
12.	Эта девушка живет в Польше, но она сама болгарка, а ее
муж поляк.
13.	Кто вы по национальности? - Венгерка.
14.	Они ирландцы, правда? - Нет, валлийцы.
15.	В их группе есть француз. Он совсем не умеет говорить
по-английски.
ЕЕ a) Remember the following phrases:
in the North/South/West/East — на севере/юге/западе/востоке
to the North/South/West/East of ... — на север/юг/запад/восток ...
b) Fill in prepositions:
1.	Where is the Black Sea situated: ... the North or ... the South? -
The Black Sea is situated ... the South ... Russia.
2.	Baikal, the deepest lake ... the world, is ... the East ... our country.
3.	Moscow is situated ... the middle ... the European part ... Russia.
Unit VII
265
4.	... which country is Warsaw the capital? - Warsaw is the capital
... Poland.
5.	What is the name ... the sea ... England and France? - It’s the
English Channel.
6.	St. Petersburg is situated ... the north-west ... Moscow.
7.	Our summer cottage is .. the south-west ... the district we live ...
8.	The needle ... the compass always points ... the North.
9.	We’ve lost our way, I believe. Let’s go ... the South. My aunt’s
house is there.
10.	The sun rises ... the East and sets ... the West.
EE Read the jokes and retell them in indirect speech.
-	What time do you get up in summer?
-	As soon as the first ray of the sun comes into my room.
-	Isn’t that rather early?
-	No, my room faces West.
♦ ♦ ♦
-	The harder it rains, the better I like it.
-	You must be an optimist.
-	No, I’m an umbrella seller.
Father: I promised to buy you a car if you passed your examina-
tion, and you have failed. What were you doing last term?
Son: I was learning to drive a car.
Johnny: Papa, would you be glad if I saved a dollar for you?
Papa: Naturally, my son.
Johnny: Well, I have saved one for you. You said if I brought a good
mark this week, you would give me a dollar; and I haven’t
brought one.
♦ * ♦
An inspector
in a class:
The inspector:
The child:
The inspector:
The child:
Tell me, my little friend, how much do five and one
make?
No answer.
Suppose I give you five rabbits, and then another
rabbit, how many rabbits will you have?
Seven.
Seven?! How do you make that out?
I have one rabbit at home already.
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Essential Course
EH a) Use the degrees of comparison of the adjectives in brackets.
1.	The Caspian Sea is (large} lake in the world.
2.	Lake Superior is (small) than the Caspian Sea.
3.	Is the Nile (long) river in the world?
4.	The Amazon is (short) than the Nile.
5.	Everest is (high) mountain both in Asia and in the whole
world.
6.	Kilimanjaro is more than 250 metres (high) than Elbrus.
7.	The Caribbean Sea is (small) than the Mediterranean Sea.
8.	Paris is (small) than New York
9.	The Amur is (long) than the Lena.
10.	He is (bright) student in the group.
11.	You may find that cherry-tree in (far) corner of the orchard.
12.	We wish you (far) success.
13.	I think you are (great) liar I know.
14.	You really are (bad) driver in the world.
15.	The pavilion was at the side of the pool (far) from the house.
16.	Today was (terrible) day of my life.
b) Make up a short talk using adjectives in their degrees of comparison.
EH a) Read the text, look up all the unfamiliar words, make sure that
you know	how to pronounce	the following:	
Bible	to convey	evolution	Malayo-Polynesian
Noah	signal	to evolve	Turco-Tatar
Babel	comparable	spontaneous	Basque
Sanskrit	Finno-Ugrian	Burmese	
The Origin of Language
According to the Bible story the descendants of Noah, who built
the Tower of Babel wanted to reach heaven. But God did not want
the tower to be built and caused the people to speak different lan-
guages so they could not understand each other, hence the tower was
never completed.
When we speak of languages, we are referring to a system of
sounds used by human beings to convey ideas from one person to
another. Of course, animals also use sounds to transmit signals to
each other, but, so far as we know, no animals can produce any-
thing comparable to human speech.
Man, it seems, has been able to speak from very early times,
but there must have been a beginning, a time when speech was
Unit VII
267
primitive indeed. Various ideas have been put forward to explain
the origin of speech. Some people accepting the ideas of Charles
Darwin about the evolution of life, thought that language, too, had
evolved in a similar way. Yet others decided that it had been a
spontaneous thing, arising from man’s intelligence. The first lan-
guage must have come when early man felt the need to make him-
self understood.
Languages have been classified by language scholars, or phi-
lologists, into ten main families, so grouped because the languages
in each are related to each other like members of a family. The
first of these is the great Indo-European family which includes such
languages as English, Russian, Greek and Sanskrit.
Second is the Finno-Ugrian family to which Hungarian and
Finnish belong. Thirdly, there is the Semitic family, including He-
brew and Arabic, and fourthly, the Hamitic family, containing the
Berber language spoken by people in parts of North Africa.
The fifth family is the Indo-Chinese, including Chinese and
Burmese, the sixth is Malayo-Polynesian, which includes Malay and
Maori, the seventh, Turco-Tatar contains Turkish, the eighth is
Dravidian, including languages spoken by peoples of southern India,
and the ninth is the Bantu family, which includes the tongues spo-
ken by the Negro people of Africa.
Strictly speaking, there is no tenth family, but there are some
hundred or so other languages taken together which do not fall
into any group or family at all, such as Japanese, Basque, and the
Indian tongues of America.
(From: Collins Children’s Encyclopedia of the Arts of the World)
b) Answer these questions. Check your answers with the help of the text.
1.	What is language?
2.	What theories explain the origin of speech?
3.	Why did the first language appear?
4.	How many language families do philologists single out?
5.	What languages belong to the same group?
6.	Which is the largest group?
7.	Can you remember to what families Turkish, Hungarian, Arabic,
Maori, Japanese, Russian and Chinese belong?
EE Translate into English:
1.	Многие иностранцы не знают разницы между словами Анг-
лия и Британия, английский и британский.
2.	До открытия Америки этот континент был населен индей-
скими племенами.
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Essential Course
3.	Вторжение нормандцев оказало очень большое влияние на
английский язык. Многие слова в современном английском
языке имеют французское происхождение.
4.	Диалекты, на которых говорят в разных частях Великобри-
тании, сильно различаются в произношении и лексике.
5.	Сегодня все ирландцы, шотландцы и валлийцы говорят по-
английски, но их можно узнать по акценту.
6.	Родным языкам обучают в школах и пользование этими
языками поощряется.
7.	Как английский, так и русский принадлежат к индоевропей-
ской группе языков.
8.	Она умеет говорить по-венгерски. - Неужели*? Этот язык -
один из самых трудных. Он принадлежит к финно-угорской
группе.
9.	Язык - средство общения. Чем больше языков вы знаете,
тем лучше вы способны понять других людей.
10.	Я только что начала учить японский язык. Пока что я сде-
лала небольшие успехи.
ЕЕ a) Read the text. Find some more information about the British Li-
brary. Don’t forget to find out where it is situated, when it was
opened, what it is famous for, what well-known people worked there.
The British Library
The British Library has several departments. The Department
of Printed Books is the largest. It contains works almost in all lan-
guages and also maps, musical scores and postage stamps.
The collections of early printed books, of old English books
and of books in all European languages make it one of the finest
libraries in the world. It is not, however, only a collection, it is
also a rapidly growing modern library.
Now, as in the past, the collections are not only in many lan
guages, but also cover all fields of human knowledge. The collec-
tions on history, biography, art, literature, languages, music are
huge.
The Reading Room contains, apart from the reference books
on open access, an up-to-date copy of the catalogue of the general
library. The room is used by university professors and lecturers, by
students reading for higher degrees and by those working at other
jobs who are engaged in research in their spare time
b)	Get ready to speak about the British Library. Make sure that you
know how to pronounce all the words you need for your story.
I \
Unit VII 269
c)	Write a paragraph about the Russian State Library in Moscow (the
former Lenin Library).
Write a paragraph about your local library and the types of books
you can find there. Use the following:
Novel: modern novel, psychological novel, historical novel,
war novel, adventure novel, detective novel.
Story short story, detective story, adventure story, love story,
fairy story (fairy tale).
Other types: science fiction, travel book, biography, thriller.
EE Study this list thoroughly and write a paragraph about one of the
books you’ve read.
Adjectives applied to books: interesting, good, brilliant, enjoyable,
entertaining, original, unusual, funny, witty, exciting, gripping,
powerful, profound, true-to-life, well-written, very readable;
boring, dull, badly-written, slow-moving, unoriginal, depressing,
heavy-going, superficial, unconvincing.
Aspects of a novel or a story: subject (theme), plot, setting, charac-
ters, ideas, views, style, atmosphere.
Adjectives applied to literary characters: well-drawn, true-to-life,
complex, poorly-drawn, unconvincing, lifeless.
Positive/negative characters: admirable, virtuous, strong, honest, un-
selfish; despicable, wicked, immoral, weak, dishonest, selfish
Style: good, graceful, flowing, polished, clear,
tional, lively; bad, poor, heavy, obscure,
unemotional, lifeless, dull, monotonous.
simple, terse, emo-
high-flown, wordy,
EE Read the text. Look up the unfamiliar words in a dictionary. Trans-
late the text into Russian:
Mrs. Ellis was methodical and tidy. Unanswered letters, unpaid
bills, the litter and rummage of a slovenly writing-desk were things
that she abhorred.
Mrs. Ellis went into the drawing-room and settled herself at her
desk. She was determined to be ruthless The pigeonholes were
searched, and those old envelopes that she had kept because they
were not torn and could be used again were thrown away.
270
Essential Course
She permitted herself the luxury of filling her blotter with new
sheets of paper. The pen tray was dusted. A new pencil sharpened.
And she threw the stub of the little old one, with worn rubber at
the base, into the waste-paper basket.
She straightened the magazines on the side table and filled the
flower vases with clean water. Then Mrs. Ellis sat down, a little
breathless, before the fire, and smiled with satisfaction. Her morning
had been very full indeed.
(From: Split Second by D. du Maurier)
UNIT VIII

All work and no play
makes Jack a dull boy.
(Proverb)
PEOPLE AT LEISURE
GRAMMAR EXERCISES
(REVISION)
Before you study the last unit of the textbook you should do a few
exercises on inserting articles and prepositions and on using verbs in the
correct tenses.
Q a) Insert articles where necessary:
1.	I hired ... fine gardener for you.
2.	Being ... farmer (he had come to it late in ... life, in his forties)
was ... first test he had faced as ... individual.
3.	His father was ... naval officer.
4.	He knew .. Swiss jeweller who had retired to ... villa just outside
•London.
5..	He was ... good cook and there was ... neatness and easy deft-
ness in his manner and moves.
6.	It was years ago, when I was trying to be ... actress.
7.	So Mrs. Adams is ... good mechanic. She knows all about ... in-
side of ... car.
8.	... cultured man, he was ... art connoisseur, ... collector of rare
first editions, ... devotee of drama and music.
9.	My parents were very surprised when it turned out after .. war
that James had decided to become ... professional soldier.
10.	He became ... stockbroker, then ... publisher.
11.	I wanted to be ... botanist when I was ten. My father loved ...
plants and we looked at many things together.
12.	I have decided to be ... poet. My father said that there isn’t ...
suitable career structure for ... poets and no pensions and other
boring things, but I am quite decided. He tried to interest me in
becoming ... computer operator, but I said, “I need to put my
soul into my work and it is well known that computers haven’t
got ... soul.” My father said, “... Americans are working on it.”
But I can’t wait that long.
b) Copy out names of professions from the above sentences. Make up a
short story using as many names of professions as you can.
272
Essential Course
2 Insert prepositions where necessary:
1.	Rehearsals were to begin ... the end ... March: the season
opened ... May.
2.	The director was walking ... and ... one ... the aisles, and all
the actors were ... stage.
3.	The small stage was lit ... spotlights. Then the music began. It
started slowly. A group ... performers casually ascended ... the
platform, the women wore colourful skirts and blouses, the male
dancers were dressed ... the traditional tight trousers and vests.
4.	She took ... the black wig, ran her fingers ... her own luxuriant
hair, and creamed ... her dark make-up.
5.	Armand was ... the middle ... directing a new play that was to
open ... two weeks and he spent all day ... the theatre. As a
rule when Armand was ... production, he thought nothing
else. Nothing existed ... him but the four walls ... the theatre
and the actors he was working ... .
6.	One play ... Jean Paul Sartre 1 affected ... her deeply. It starred
Philippe Sorel 1 2, one ... the idols ... Europe. She went back to
watch him again and again, sitting ... the front row studying
his performance, trying to learn the secret ... his magnetism.
7.	One evening ... the intermission an usher handed ... her a note.
It read, “I have seen you ... the audience night ... night. Please
come backstage this evening and let me meet you. Philippe."
She went backstage ... the performance. An old man ... the
stage door ushered her ... Sorel’s dressing-room. He was seated
... a make-up mirror wiping ... his make-up.
8.	Willie Sutherland was such a pleasant young fellow, so de-
lighted ... the success ... his first play, so happily ready to sit,
beaming, ... the stalls throughout rehearsals, and to bring large
parties ... acquaintances ... almost every performance throughout
the run, so eager to buy champagne ... all the cast ... the mer-
est hint ... a birthday or anniversary, that he had somehow be-
come a friend.
0 Open the brackets using the verbs in the correct tenses:
1. When I (to see) Finn waiting for me at the corner of the street I
(to know) at once that something (to go) wrong.
2. “By the way,” he (to ask) the salesman, “you (can, to tell) me
where the furs department (to be)?” The salesman (to tell) him
and he (to take) the elevator again.
1 Jean Paul Sartre ['за:п 'рэ:1 'sa:tr|
2 Philippe Sorel I'hlip 'serai I
Unit Vlll
273
3.
The wallet (to be) old and cracked, he (to see). He (to forget)
how long he (to have) it. “Where (to be) the leather goods de-
partment, please?” “Downstairs,” the man (to say).
4.	The jacket (to cost) more than any entire suit he ever (to buy),
but he (not to buy) a new suit in six years. Inflation, he (to
think) lightly.
5.	Nan (to say), “I (to make) some coffee. Then I really (must, to
do) that ironing. What you (to go) to do, Bill?” He (to say),
“I (to go) down to the Public library on my bike - and then
I’d better go back into school and do various jobs.” “You
really (must, to work) today?” (to say) Nan. “I (to think) holi-
days (to start).” “I (to tell) you a hundred times,” (to say)
Mor, “holidays (not to start) for me at the end of term.”
6.	Nan (to bring) in a tray with coffee and biscuits. They (to sit.
to look) out of the window. “The autumn (to come),” she (to
say). “It (to be) strange how early you (can, to see) it. As soon
as the phlox (to come) out you (to know) that the best part of
the summer (to be) over. Then you (can) soon (to expect) the
falling leaves.”
7.	“There (to be) a lot of places in this world I’d like to see. But
on a teacher’s salary you (not to do) a lot of travelling. I (to
encourage) it in my offspring and (to tell) them to bring btick
photographs. One of my daughters (to think) of going to
Greece this summer.” He (not to know) why he (to bring) that
into the conversation. “I (to make) a tour of the Lake District
last summer,” Judith (to say). “The English teacher’s dream.”
“How it (to be)T' “Dreary.” Judith (to laugh). “It (to rain) all
the time and I (to be) with a group of English teachers from
the Middle West. We (to discuss) Wordsworth for one day and
(to spend) the rest of the time on how to present Hamlet to
teenage children. I (not to say) much.”
8.	Half a block down the street (to be) Acme Luggage Store
Tracy (to study) the display in the window before she (to walk)
inside. A clerk (to approach) her. “Good morning. And what I
(can, to do) for you this morning?” “I (to want) to buy some
luggage for my husband.” “You (to come) to the right place.
We (to have) a sale. We (to have) some nice, inexpensive
“No,” Tracy (to say). “Nothing inexpensive,” she (to step) over
to a display of suitcases stacked against a wall. “That (to be)
more what I (to look) for. We (to go) away on a trip.” “Well,
I (to be) sure he (to be) pleased with one of these. We (to
have) three different sizes.” “I (to take) one of each.” “Fine.
That (to be) charge or cash?” “Charge.”
274
Essential Course
VOCABULARY
After the term of hard work
don’t these words sound like music to your ear?
leisure - досуг, свободное время
diversion - развлечение, забава
entertainment - развлечение, уве-
селение
to relax - расслабляться, отдыхать
to feel lazy - чувствовать себя
ленивым
pastime - времяпрепровождение,
развлечение
We all enjoy our free time.
What opportunities does it give us?
to go on holiday - отправиться в
отпуск
to have/make a journey, trip, out-
ing, sightseeing tour - совер-
шить путешествие, поездку,
загородную прогулку, экскур-
сию с целью осмотра досто-
примечательностей
to go on/set off on a trip, tour -
отправляться в поездку, турне
to go to the seaside - отправить-
ся к морю
to go on an organized walk -
пойти на организованную про-
гулку
to go (down) to the country, to the
sea - поехать за город, к морю
to travel light - путешествовать
налегке
to go camping - отправиться на
отдых на лоне природы (в па-
латках)
to spend an evening out - провес-
ти вечер вне дома
to go to a discotheque (disco) -
пойти на дискотеку
to give/throw a party - устроить
вечер
to visit a park, a garden or a museum
- посетить парк, сад. музей
How about going to the theatre or opera house or
do you prefer cinema or a concert?
Your choice may depend on what is on.
a play - пьеса
a drama - драма
a straight/serious play - чистая
драма (без музыки)
a comedy - комедия
a psychological drama -
психологическая драма
a tragedy - трагедия
a melodrama - мелодрама
an opera - опера
a ballet - балет
an operetta - оперетта
a musical - мюзикл
a variety (show) - варьете
a puppet (show) - кукольный
спектакль
one-man show - представление с
одним действующим лицом
a first night - премьера
a premiere - премьера
Unit VIII
275
an opening night - премьера
a matinee - утренний спектакль
an evening performance - вечер-
ний спектакль
a circus (show) - цирк, цирковое
представление
an amateur or professional show -
любительский или профессио-
нальный спектакль
a thriller - триллер
a western - вестерн
a horror film - фильм ужасов
And this is how you can get to a show.
a ticket for a performance - би-
лет на спектакль
a ticket to a theatre - билет в театр
to buy/get a ticket or a pass at the
box-office or a ticket agency -
купить/получить билет или
контрамарку в кассе или в
агентстве
to reserve a ticket beforehand - за-
казать билет заранее
to get an extra/spare ticket - дос-
тать лишний билет
to get to a concert through the
back door - попасть на
концерт без билета, «зайцем»
Where is your seat?
in the stalls - в партере
in the orchestra stalls - в первых
рядах партера
in the pit - в амфитеатре
in the dress circle - в бельэтаже
in the upper circle - в верхнем
ярусе
in the gallery - на галерке
in the balcony - на балконе
in a box - в ложе
to have standing room - иметь
стоячее место
to have a blind seat - иметь
ненумерованное место
There are more words connected with theatre:
a bill - афиша; программа
a programme - программа
on the programme - в программе
opera glasses - бинокль
binoculars - бинокль
a stage - сцена
to come onto the stage - выйти
на сцену
a curtain - занавес
the curtain rose - занавес поднялся
the curtain fell - занавес упал
footlights - рампа; свет, огни рампы
a spotlight - прожектор
sets/scenery - декорации
the scenery is good - декорации
хорошие
a rehearsal - репетиция
a dress rehearsal - генеральная
репетиция
a costume - костюм
a dressing room - артистическая
уборная
backstage - за кулисами
to go backstage - пойти за кулисы
behind the scenes - за кулисами
wings - кулисы
to stand in the wings - стоять в
кулисах
276
Essential Course
a cloakroom - гардероб
a refreshment-room - буфет
a screen - экран
a screenplay/scenario - (киносце-
нарий
a script - сценарий
a TV/stage production - телеви-
зионная/театральная поста-
новка
repertoire - репертуар
a company - труппа
a cast - состав исполнителей
an all-star cast - «звездный» со-
став исполнителей
a supporting cast - исполнители
второстепенных ролей
a director - режиссер
a producer - режиссер-постанов-
щик
a stage manager - помощник ре-
жиссера
a performer - исполнитель
a dresser - костюмер
a technician - техник
a stagehand - рабочий сцены
an attendant - капельдинер, слу-
житель
audience - зрители (аудитория)
a theatre-goer - театрал
a cinema-goer - любитель кино
a screenwriter - сценарист
to walk on - играть роль без слов
a walk-on part - роль без слов
encore - крики бис, вызов на бис
to play the part/role of Hamlet -
играть роль Гамлета
to play the leading part/lead -г иг-
рать главную роль
to play/dance/sing encore - играть/
танцевать/петь на бис
to take curtain calls - выходить
на аплодисменты
to stay in character - не выходить
из образа
to underact - играть не в полную
силу
to overact - переигрывать
the highlight of the programme -
«гвоздь» программы
the hit of the season - «гвоздь»
сезона
applause - аплодисменты
to applaud to smb/to clap to smb
аплодировать/хлопать кому-л.
to hiss - освистать
a burst of applause - взрыв ап-
лодисментов
a roar of applause - рев апло-
дисментов
a storm of applause - гром апло-
дисментов
to be popular with ... - быть по-
пулярным среди
the lights go up/down/fade - огни
зажигаются/гаснут
the orchestra tunes up - оркестр
настраивает инструменты
What kind of music do you like?
classical - классическая	pop - поп-музыка
light-classical-легкая классическая	dance - танцевальная
serious - серьезная	instrumental - инструментальная
folk - народная	string - струнная
jazz - джаз	chamber - камерная
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Many people could say that television is their life.
It’s important that you should know how to talk about TV
in English
to watch TV - смотреть телевизор
to watch/see a film or a programme -
смотреть фильм или про-
грамму
a TV channel - телевизионный
канал
a TV viewer - телезритель
the news (the nine o’clock news,
etc.) - новости (девяти часо-
вые новости и т.д.)
a (animated) cartoon - мульти-
пликационный фильм
a serial - сериал
a soap opera - мыльная опера
(сериал)
TV commercial - телевизионная
реклама
a colour/black-and-white TV - цвет-
ной/черно-белый телевизор
to broadcast (live/recorded) - вести
телепередачу (в прямом эфире,
в записи)
broadcasting - телевещание
to put broadcasting on/off - вклю-
чить/выключить телевизор
to put the TV on/off - включить/
выключить телевизор
to turn/switch up - увеличить
громкость
to turn/switch down - уменьшить
громкость
cable TV - кабельное телевидение
a TV announcer/newscaster - диктор
a quiz - викторина
an interview - интервью
news and commentary - новости и
комментарии
a documentary - документальный
фильм
an educational programme - обра-
зовательная программа
a sports programme - спортивная
программа
to miss a programme - пропустить
программу
EXERCISES
E a) Read and spell the words:
I'leja]	l's3:kas]	['aikistra]	[a'pia:d]
[dai'v3:fn]	Lsaika'lndsikl]	[n'h3:sl]	['tfeimba]
['drama]	['premiea]	[si'na:riao|	['tjaenl]
['traedsadi]	['maetinei]	['repatwa:]	[ka:'tu:n]
I'npra]	['aemata]	[tek'nifn]	['sianal]
['baelei]	[’eidjansi]	['a:dians]	['bra:dka.st]
[va'raiati]	[n'z3:v]	['nrjka:]	
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Essential Course
b) Transcribe these words:
folk	scenery	costume	commercial
stalls	journey	character	discotheque
usher	musical	announcer	
puppet	operetta	company	
Match the words in the left-hand column with their definitions in the
right-hand column:
1)	an opera house
2)	a repertoire
3)	an outing
4) a western
5) a pastime
6) a commercial
7) a circus 	
8) a thriller
9) a matinee
10) a dress rehearsal
11) a stagehand
a)	a trip, usually for pleasure
b)	an exciting novel or film, usually about
crime
c)	a hobby, way of passing your spare time
d)	a person who moves scenery and prepares
the stage
e)	an afternoon performance of a play or a
film
f)	a theatre in which opera is performed
g)	the last rehearsal of a play
h)	works which a theatre company has ready
for performance
i)	a novel or a film about cowboys and
Indians in the USA
j)	a piece of publicity on television
k)	a travelling show with animals, clowns, etc.
Q What do we call it/them?
•	People listening to a concert, watching a film or a play.
•	Calling for a performer to repeat a song, a piece of music, etc.
•	TV or radio programme where people are asked questions.
•	To have a non-speaking part in a play.
•	To send out by radio or television.
•	Music for a few instruments, originally played in a small room.
•	Seats on the ground floor in a theatre or a cinema.
•	A factual film about a real subject.
•	A person who writes plays.
•	A person who writes stories for films (screenplays).
•	The side of the stage in a theatre where actors wait before going
on stage.
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279
Q Look at the seating plan of a
with the words below:
the pit	the	curtain
the stage	the	balcony
the boxes	the	gallery
theatre and match the letters numbers
the orchestra	the dress circle
the footlights	the stalls
I a) Complete these conversations:
1.	A: I’d like to book two seats for tomorrow
B: Would you like something in the front stalls?
2.	A: Can I get tickets for tonight’s show?
B: The front row of the dress circle is fairly free.
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Essential Course
3.	A' Are there any seats left for Saturday night?
В A-ll and B-14 are all that’s left.
4.	A: Is it still possible to get tickets for tonight?
B. No, I’m afraid you’ve left it rather late
5.	A: I’d like two seats for the concert on Thursday evening.
B: Yes. Where would you like to sit?
b) Make up a conversation between a ticket agent and a customer. Act
it out.
2 Insert prepositions where necessary:
1.	Many theatregoers ... the world know this play ... Chekhov.
2.	I’d so much like to go ... backstage and see what is happening
there ... the play.
3.	When the curtain rose the stage was brightly lit ... stagelights
and footlights. The whole cast was ... stage.
4.	The success ... a performance depends ... many things but it be-
gins ... the play.
5.	Could you, please, show me ... my seat, I’m afraid I can’t see
Row F.
6.	The opening night is ... a week It’s time to take care ... the
tickets.
7.	You’d better borrow a pair ... opera-glasses: your seat is ... the
pit rather far ... the stage.
8.	How many seats ... the show would you like, sir?
9.	... singing ... encore she had four curtain calls. Her number
definitely was the highlight ... the programme.
10.	I love the sound ... the orchestra tuning ... before the beginning
... the performance. It gives me thrills to watch ... the curtain
go ... and the lights fade slowly. It’s all part ... the miracle
called theatre.
11.	Classical plays are becoming less popular ... young people who
prefer modern, unconventional, experimental art.
12.	When the conductor dropped his baton there was a burst ... ap-
plause.
13.	He is a great admirer ... jazz music and has been collecting jazz
records ... over forty years.
14.	I can hardly hear what the announcer is saying, please turn
the telly.
15.	Do you find it difficult to stay ... character ............... the	TV
camera?
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ЕЕ Answer these questions:
1.	What do you do when you are at leisure?
2.	What’s your favourite pastime?
3.	What diversions outdoors and indoors are most popular in this
country?
4.	What’s the best place for an outing?
5.	How do you like the idea of organized walks?
6.	Where do you go if you want to spend an evening out?
7.	Have you ever gone camping? If you have, was it fun? Why?
8.	Where do you usually go on holidays? Why?
9.	What are the advantages and disadvantages of sightseeing tours?
10. What entertainments would you arrange for foreign guests staying
with you? Explain your choice.
Ш Write an answer to a letter in which a friend asks you how you
spend your free time.
EE a) Fill in articles where necessary:
What Is a Pub?
... word pub is short for “public house”. In fact, in some ways
... “public house” is exactly that: it’s ... public place and at ... same
time it’s rather like someone’s house. This means that in ... best pubs
you are both ... customer and ... visitor. Because ... main business of
pubs” is selling ... drinks to people, there are always plenty to choose
from, but ... most popular one is ... beer.
One thing you may discover is that some pubs have ... drinks
and little else, but others have more to offer, such as ... food, ... mu-
sic or ... accommodation. What ... most pubs have in common is that
they have more than one bar. You can usually choose between the
public bar and the lounge bar. In ... public bar you may find ...
games, ... machines and ... music, and frequently plenty of people. ...
lounge bar (or saloon) is likely to be quieter and more comfortable.
Naturally one of ... things that people enjoy most about ... pubs
is having ... drink in company, but there are other things that attract
... people to ... pubs too. Many pubs, for example, are ... interesting
buildings, in ... pleasant environment, or both. It’s not unusual to
find places that have been in ... business for several hundred years,
and many ... buildings have kept at least ... part of their old charac-
ter. If you’re not interested in ... buildings and ... history, however,
you might still enjoy visiting ... pub which has ... attractive garden or
... good view.
It’s useful to remember that there are ... laws in Britain about ...
sale of ... alcohol. For example, ... children under 14 cannot go into
282
Essential Course
bars where ... alcohol is served. ... people under 18 can’t buy or
drink ... alcohol in ... pubs. ... person serving may refuse to sell ...
alcohol to ... person who seems younger than 18. ... people under 18
are also not allowed to play ... machines that give ... money as
prizes - in ... pubs or in any other place.
For visitors ... pubs do have ... particular advantage. ... visitors
to any country often feel, after ... time, that although they’re seeing
lots of interesting things, they don’t know anything about ... places ...
ordinary people go or ... way they live. ... most pubs, however, offer
... opportunity to escape from ... crowds of tourists and to see some-
thing really British from ... inside.
b) Say what new information you received from the text above.
TEXT-BASED ACTIVITIES
OUTDOORS and INDOORS
If you come to Britain you will soon find out that there
are all kinds of things to do outdoors: there’s almost every
sport you can imagine, there are parks and gardens to visit.
You can go sightseeing, either on your own or in a group,
and if you like walking you can go on organized walks, which
could include sightseeing too.
If you haven’t got much money to spend on entertainment,
it’s useful to know that lots of events taking place outside or in
the street are free. There are street festivals for example, like the
famous Notting Hill Carnival that happens in London each
summer. There are public processions, such as the Opening of
Parliament. In fact there are all kinds of old customs you can
enjoy watching. Some of these are very old games or plays, like
morris dancing, where people in strange clothes with ribbons and
bells on them dance with handkerchiefs or big sticks to tradi-
tional music. There’s been street entertainment for centuries, as
you might imagine, and there’s still plenty to see today.
If the weather is cold or wet, it needn’t be a big problem
because there’s plenty going on indoors. The cinema remains
Unit VIII
283
extremely popular. “Going to the pictures” is one of the great-
est pastimes and diversions of all ages. Polls have shown that
only one British cinemagoer in five goes to see a particular
film; the other four are content to see whatever happens to be
playing.
In London as well as in other big cities you’ll find all
sorts of theatre, music and dance. The stage productions of
London’s West End are among the best in the world. The va-
riety is wide, the quality usually high or excellent. The Royal
Opera House, Covent Garden, the Royal Victoria (better
known as the “Old Vic”) and many others provide perform-
ances for many tastes. Amateur theatrical societies are wide-
spread throughout the country and boast an active membership
of thousands of people. Add to these the thousands of profes-
sional actors, playwrights, producers, technicians, agents and so
on, and it becomes obvious that British theatre is flourishing.
Museums and art galleries are perfect for rainy weather.
Although a visit to a museum doesn’t always sound much fun,
British museums are very popular with those who indulge in
self-education.
Rushing around from place to place can of course be tir-
ing, and there’ll probably be times when you want to relax.
Here, are a few ideas for when you’re feeling lazy. Television,
or the “telly”, as it is called, offers you a variety of pro-
grammes. For those who feel like spending a pleasant evening
out there are pubs, clubs, restaurants and discos. In the day-
time you can take a boat trip and enjoy the scenic views of
Britain. If you are in the country go fishing or hire a bicycle
and find a good country ride. Follow a nature trail and have
a nice walk looking at wildlife or visit the park and relax on
the grass listening to a band perhaps. Go to a fun fair which
has all sorts of games, machines to ride and frighten yourself
on, bright lights and noisy fun. Another idea is to follow your
nose. This means “go the way that attracts you most”.
EE Find in the text the words that mean the same as:
not costing you any money
artistic entertainment put on at regular intervals
festival with dancing and eating in the open air
group of people marching in line
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Essential Course
hobby or way of spending your spare time
something giving rest or amusement
questioning a group of people to find out the views of the whole
population
goodness or worth
person who is not paid to do something
clear, easily seen
doing well
teaching yourself
to rest from work
to rent for a short time
birds, plants or animals living free, untouched by man
group of musicians
group of amusements, food stalls, etc. set up in one place usually
for a short time
EE
Read the text again and match the words in these columns:
1)
2)
3)
organized
country
wide
4)
street
5)
scenic
high
7) public
6)
8)
nature
9)
fun
10) stage
a)	procession
b)	variety
c)	festival
d)	walk
e)	quality
f)	entertainment
g)	production
h)	view
i)	ride
j)	trail
k)	fair
EE a) Find in the text English equivalents for
специально организованные пешие прогулки
уличные праздники/шествия/развлечения
народный театрализованный танец «моррис»
люди в необычных костюмах с нашитыми на них лентами и
колокольчиками
старинная народная музыка
Unit VIII
285
один из любимейших видов досуга и развлечения
любитель кино, зритель
остальные четверо довольствуются просмотром того, что им
случается увидеть на экране
театральные постановки
дают представления на любой вкус
могут похвастаться тем, что в них активно работают тысячи
людей
не всегда кажется большим удовольствием
привлекают тех, кто занимается самообразованием
когда вам ничего не хочется делать
живописные виды Британии
хорошая загородная тропа, пригодная для езды на велосипеде
тропинка, проходящая по местам, которые славятся своей
природой
ярмарка с аттракционами
машины, на которых можно покататься и испытать свою
смелость
пойти куда глаза глядят
b) Translate the text “Outdoors and Indoors” into Russian. Which enter-
tainments out of those described in it would you choose for yourself’
Put them in the order of preference and discuss them with your fel-
low students.
EE Answer these questions:
1.	What opportunities does a visitor to Britain have if he wants
to spend his free time outdoors?
2.	What are a visitor’s chances if his money is limited?
3.	What British outdoor entertainments can you name?
4.	What are popular pastimes for rainy weather?
5.	In what part of London can you find most of its theatres?
6.	What is the difference between amateur and professional theaties?
7.	What’s your opinion of amateur theatrical societies? What are
their strong and weak points?
8.	Does a visit to a museum sound fun to you? Why?
9.	What makes museums so good for self-education?
10.	What do you do when you are feeling lazy?
11.	Where can a Briton spend a pleasant evening out?
12.	How can you explore the countryside in Britain?
13.	Why are fun fairs so popular with children?
14.	Do you prefer to spend your free time indoors or outdoors?
Why?
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Essential Course
Ш Make up sentences with the help of the tables and complete them as
in the models.
Model I: If the weather is cold or wet it won’t be a big problem be-
cause we can stay at home and watch TV.
the supermarket is closed
you’ve quarrelled with
your friend
you’ve run out of money
IF you’ve failed an exam
your hair doesn’t look
good
you can’t decide what to do
with your spare time
nobody loves you
a big problem
a tragedy
IT WON’T BE a great disappoint-
ment
a reason for being
upset/un happy
a shock
Model 2: A visit to a museum doesn’t always sound much fun to me
because such visits can be boring.
Going to the theatre
A game of tennis
A weekend in Brighton	to me		
Staying indoors Spending an evening out	SOUNDS	FUN	to her
A boat trip Listening to a band	DOESN’T SOUND	MUCH FUN LIKE FUN	to my
Fishing			friends
Camping
Going on a ride at a fun fair
Riding a bicycle in the country
Model 3: I often feel like spending an evening with my friends: we
enjoy being together.
dining out
I	playing the guitar
He She We They	OFTEN	visiting a museum FEEL(S) LIKE (having)	a cup of coffee	in	the morning NEVER	working	at weekends taking a	walk in rainy	weather going to the pictures
Unit VIII
287
ЕЕ Remember the text “Outdoors and Indoors” and fill in the missing
words:
I.	There’s almost every sport you can ... .
2.	You can go sightseeing either on ........ or in a group.
3.	Lots of ... taking place outside or in the street are ... .
4.	There’s been street ... for centuries.
5.	The cinema ... extremely popular.
6.	Going to the pictures is one of the greatest pastimes and ... of
all ages.
7.	Only one British cinemagoer in five goes to see a ... film.
8.	The ... is wide, the ... usually high or excellent.
9.	Amateur theatrical ... are widespread throughout the country.
10.	And it becomes ... that British theatre is ... .
11.	Museums and art galleries are ... for rainy weather.
12.	British museums are very popular with those who ... in self-
education.
13.	Rushing around from place to place can of course be ...
14.	Here are a few ... for when you are feeling ... .
15.	If you are in the country go fishing or ... a bicycle and find a
good ............
16.	Follow a ...... and	have a nice walk looking at ... .
17.	Another idea is to ... your nose.
E Fill in prepositions where necessary. Retell the text.
A session ... Parliament lasts about a year and usually starts ...
the late autumn. Every session is opened ... the Queen, who drives in
state ... Buckingham Palace ... the Houses of Parliament. The opening
ceremony takes place ... the House of Lords, because the Queen is
not allowed to enter ... the House of Commons. She reads the
Queen’s Speech, which is prepared ... the Government, and sets ...
what new laws they hope to pass ... the session just beginning.
(From: Look at Parliament by Kenneth Robinson, M.P.)
ш a) Speak about the way you can spend your free time in Britain.
b) Speak about the way you can spend your free time in your home
town.
ED a) Read about Steve’s plans for tonight and make up a conversation
between him and his friend Caroline. Act it out.
Steve'. Tonight we’re going to a discotheque. I’m taking Caroline.
I hope it’s going to be fun. The group that’ll be there tonight plays
terrific music for dancing. Caroline loves dancing. Perhaps some of
my other friends will be there, too. We often meet there. It’s our
288
Essential Course
favourite discotheque. We like it for dancing but not for sitting and
listening. The music’s too loud for listening and sitting is boring. I
hope it won’t be too crowded tonight.
b) Write about your own plans for tonight or the coming weekend or
holiday.
P71 a) Read the text and say which of the ways of holiday making men-
tioned in the text appeal to you most and why:
Whether they have a boat or not, most British families like to
spend some time at the seaside in the summer. The beaches get very
crowded in hot weather. Groups of people go on organized outings
to popular resorts like Brighton or Blackpool. Coaches full of pen-
sioners or factory or office workers drive to the coast for a day out.
If the sea is warm enough they can go for a swim. Or they may
prefer to take off their shoes and socks and paddle in the shallow
water Holiday-makers bring a picnic lunch with them, and they can
buy ice-cream from the ice-cream van, tea from the refreshment kiosk
and drinks at the pubs. It may rain but the British are used to
changeable weather. The family can always sit in the car, or find the
nearest amusement arcade, or simply turn round and go home
Not everybody in Britain is interested in sport or in outings A
minority is interested in going to the theatre, to the cinema, to con-
certs, to the opera. But this kind of entertainment is getting expen-
sive. A specially British activity, which may count as cultural enter-
tainment, is attendance at day and evening classes in Adult Institutes
and Colleges of Further Education. Some people may go to practical
classes like dressmaking or car maintenance but many go for pleasure
to do pottery or ballet dancing, to learn how to arrange flowers ar-
tistically, or to learn a foreign language. Others enjoy listening to
lectures and discussing subjects like philosophy.
In general there is not much difference between the British and
other nationalities in the way they react to “culture”: it depends on
personal taste.
b) Make 10 questions about the text, let your fellow students answer them.
c) Suppose one of your students has just come back from Britain. Ask
him or her about how the British spend their holidays.
FF1 The success of a holiday depends on many things. Can you continue
the list?
•	the weather
•	people with whom you spend your holiday
•		
FT1 Write a short story about an ideal holiday. Discuss your stories in
class and decide whose idea of a good holiday sounds more attractive.
Unit VIII
289
ЕЕ a) Fill in prepositions where necessary. Act the conversation out:
Conversation
Sarah: Pauline: Sarah: Pauline	Ah, Pauline! Did you have a good holiday? No. I certainly did not have a good holiday. Oh, I’m very sorry to hear that. What was wrong? Well, when I arrived ... Brighton, I had to spend an hour ... the railway station because nobody met me. I had to go ... the hotel ... a taxi and the taxi cost ... me £12.
Sarah:	Oh, dear, you had a very bad start But I hope the hotel was nice.
Pauline:	No, it was not. We couldn’t sleep because ... the traffic noise. And the restaurant served fish ... every day.
Sarah: Pauline:	Oh, no! The hotel was ... the beach and we could walk ... the sea ... two minutes, but the beach was terribly littered and the sea was polluted.
Sarah:	Oh dear! Better luck ... next time.
b) Note how Sarah expresses her sympathy and makes “polite noises”.
Make up similar conversations about a very bad holiday. Use some
of the following:
Cheer up.	I’m so sorry about ... .
What a shame/pity!	It could be a lot worse.
Take it easy.	These things do happen.
How terrible for you!	Poor thing! Don’t let it worry you
EE Read the text and say on what days banks, shops, restaurants, etc.
are closed in England and Wales.
Bank Holidays
All banks, many shops, restaurants and petrol stations close on
Bank Holidays, perhaps for several days at Easter and Christmas
time. When a Bank Holiday happens on a Saturday or Sunday, the
following Monday usually becomes the holiday. The holidays in this
list are for England and Wales: in Scotland and Northern Ireland
some holidays may be different.
Holiday	Date
New Year’s Day	January 1
Good Friday	different dates each year in March or April
May Day Holiday	first Monday in May
Spring Bank Holiday	last Monday in May
Summer Bank Holiday	last Monday in August
Christmas Day	December 25
Boxing Day	December 26
290
ES
ЕЕ
i.
2.
3.
4.
5.
6.
7.
8.
9.
10.
II.
12.
13.
Essential Course
a)	Read and translate this newspaper ad using a dictionary if necessary:
Joikj u<5 fot Л Ft<5TlvAU
THREE PHY BflhK l-iDLIDffY ЕУЕПТ
Jfflagitian Punch and Judy Show
[р©0й£7
fairground Jgarbecue
_______________________ILWE ИНЬ
Children'slRides
b)	Say which of these events you would choose and why.
Translate into English:
Люди на досуге обычно становятся добрее н общительнее.
Они наслаждаются своим свободным временем, и это вполне
естественно.
Каждый год летом в этом южном городе много отдыхающих
Город расположен на побережье Черного моря. Многие ста-
раются летом поехать к морю.
Моя дочь каждую субботу ходит на дискотеку. Она говорит
что ей это очень нравится. Я не могу ее понять, для меня
лучшим времяпрепровождением всегда было чтение.
В нашем районе нет кабельного телевидения. У меня нет воз-
можности смотреть эти фильмы.
Пожалуйста, не разговаривайте. Оркестр уже настроил инст-
рументы, опера начинается.
Ее сыну пятнадцать лет, а он все еще любит мультфильмы. -
Неудивительно! Я, взрослый человек, тоже их обожаю.
Вы вчера видели образовательную программу? - Нет, я была
в оперетте.
Он никогда не пропускает спортивных программ. Он увлекает-
ся многими видами спорта: теннисом, хоккеем, лыжами, конь-
ками.
Жаль, но мои ученики слишком малы, чтобы ценить камер-
ную музыку. Они любят джаз и популярную музыку.
Включи телевизор, давай послушаем девятичасовые новости.
Многие пожилые женщины с утра до вечера смотрят мыльные
оперы. Они говорят, что это для них хорошее развлечение.
Вы видели этот сериал? - Нет, я никогда не смотрю телеви-
зор. Я считаю это пустой тратой времени
Не выключай телевизор, будет прямая трансляция с Олимпий-
ского стадиона.
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291
14.	Огни погасли, поднялся занавес, раздался гром аплодисментов.
Публика приветствовала своего любимого артиста.
15.	Балерину попросили станцевать на бис.
ЕН Surely you wouldn’t refuse to go camping for a few days. Think of the
fresh air, the beauty of the landscape and the healthy exercise you
need so much. Work in two groups and decide between you how to
convince the other group that a walking holiday is the best for them.
EE Use the list of words and make a story about a camping holiday
which was a) great fun, b) a complete failure:
pack/unpack
sleeping bags
cooking utensils
folding bed
fold-up tables and chairs
first-aid kit
waterproof and wellies
choose a camping site
put up/pitch a tent
make a bonfire/camp fire
EU a) Here is a list of statements to prove the advantages of camping.
Think of the disadvantages. Follow the model.
Model: Camping is good for your health.
- Yes, but it’s awfully tiring.
1.	Camping is fun.
- Maybe, but ... .
2.	Camping is a challenge.
- True, only ... .
3.	It’s cheap: it can’t be beyond anybody’s means.
- Well, it depends ... .
4.	Food cooked outdoors tastes better.
- Not necessarily ... .
5.	You can get away from other people.
- Fair enough, but ... .
6.	It satisfies your need for exercise and fresh air
- However ... .
7.	You are close to nature.
- On the other hand ... .
8.	You are free to move and stop wherever you like.
- In my experience ... .
9.	You can enjoy the company of your friends
- But sometimes ...
b) Make up a conversation between two friends. One is enthusiastic about
a walking holiday, the other is all for the comfort of a modern hotel.
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FF1 Fill in the blanks with the English for “Я тоже”.
Remember, as a reply to affirmative sentences we say “So do/am/can
etc. Г; as a reply to negative sentences we say “Neither
do/am/can, etc. Г.
A:	I’m on holiday next month.
B:		
A:	I need a change.
B:	Oh, ...... I’m	tired of the monotony of life.
A: Where are you going?
В France. I went there last year.
A ........ We always go to France, but we never go to Italy.
B- ....... I don’t speak any Italian
A: Where exactly are you going?
В Nice. I’ve been there several times.
A- .... ,	and we’re going there this year, too.
FTl a) This is how a travel agency advertises a trip to Moscow. Study it and
write your own advertisement of any place in or outside the country.
One of the world’s most fascinating capitals awaits you,
Moscow. The city is at its most dramatic and charming during
the Winter months with snow-capped cupolas and ice-covered
ponds. In Spring and Autumn it is particularly welcoming and
friendly. Throughout the year, you are offered a whole host of
exciting things to see and do.
Your first excursion is likely to be a city tour by coach with
stops such as the vantage point of the Lenin Hills from where
the panorama of Moscow old and new is spread before you.
Don’t miss an excursion to the Kremlin, the historical centre
of Russia since its foundation in 1147 The Kremlin - meaning
“fortress" - includes ancient cathedrals and museums, icons,
the throne of Ivan the Terrible, the biggest bell in the world,
the Tsar cannon ... see the treasures for yourself!
b) Make up your own advertisement of some place you have visited and
read it in class. Let the students guess what place it is.
m Complete the conversation and continue it:
David: Hello, Mike. Where were you last month?
Mike: ....
David: Oh, really? But you were on holiday in January.
Mike: Yes.......
David: Where were you last month?
Mike: ....
David: Florida! What was it like?
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Mike'. Excellent! .....
David'. What were people like?
Mike: ......
ЕП Write a paragraph about:
a)	the pleasures of travelling;
b)	the benefits of sightseeing tours;
c)	the advantages of seaside holidays;
d)	the pros and cons of spending your holiday in the country.
SPEAKING PRACTICE
While reading Dialogues 1, 2, 3 плаке a list of expressions that may-
be used in discussing the topic “Entertainment". Answer the follow-up
questions. Act out the dialogues in class.
1.	AT THE OPERA
(Mr. and Mrs. Smith in full evening dress get out of their taxi at
the Opera House, Covent Garden.)	>
Mr. Smith: It’s ten past eight. The curtain goes up at half
past seven. We’ve got plenty of time.
Mrs. Smith: All the better. I hate arriving at the last moment.
Mr. Smith: Some people have a habit of arriving after the
curtain has gone up. I can’t conceive of anything
more objectionable.
Attendant: Gentlemen’s cloakroom on the left, ladies’ on the
right.
Mrs. Smith: I’ll keep my cloak. The theatre’s a bit draughty,
but wouldn’t you like to leave your hat?
Mr. Smith: No, thanks. I hate the cloakroom scramble after-
wards.
(They enter the dress circle, where an attendant shows them to their seats.)
Attendant: Programme, sir? Opera glasses?
Mr. Smith: Yes, please. Give me a programme and two pairs
of opera-glasses. Our seats are rather a long way
from the stage, so we’ll need them.
Mrs. Smith: How full the theatre is tonight! Not a single seat
vacant.
Mr. Smith: Sh! Here’s the conductor.
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Essen tial Course
Questions
1.	Where was the Opera House situated? What do you know about
Covent Garden?
2.	Why do you think old opera houses and theatres had separate
cloakrooms for ladies and gentlemen?
3.	Is the dress circle an expensive part of the house? What are the
best seats?
4.	Do you buy a programme and borrow opera glasses when you
go to see a performance? Why?
5.	Are you in the habit of arriving at the performance when the
curtain has gone up? What’s the best time to arrive?
2.	TASTES DIFFER
Bill: Hallo, Sue, have you got any plans for tomorrow eve-
ning?
Sue: No, I don’t think so. No, I am free. Why?
Bill: Well, I was wondering if you’d like to come to the
cinema with me.
Sue: Oh, what’s on?
Bill: There’s this American thriller on - it’s supposed to be
very exciting.
Sue: I don’t think I’m too keen on thrillers, so I’d rather
not if you don’t mind.
Bill: How about a horror film?
Sue: What is it?
Bill: The Blood.
Sue: Oh, I’ve seen it. It’s really frightening.
Bill: Frightening? I think horror films are amusing.
Sue: Amusing? Horror movies?
Bill:	Yes. I went with Anne to see Dracula last week. I was
very amused. I laughed from beginning to end.
Sue: What about Anne?
Bill: Oh, she was terrified. She was under the seat.
Questions
1.	Do you think horror films are amusing or frightening?
2.	What kind of films do you prefer? Why?
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3.	Why do you think people watch thrillers or horror films?
4.	What in your view are the most popular cinema genres today?
5.	What films are popular with teenagers? Young people? People of
advanced age?
3.	IMPRESSIONS
Barbara: Did you enjoy the performance, Sharon?
Sharon: Yes, I enjoyed every minute of it. I love musicals.
Barbara: Do you? I prefer straight plays. Last week Charlie
and I went to see Julius Caesar.
Sharon: I heard the production wasn’t very good.
Barbara: No, unfortunately the actors and actresses weren’t
very good either.
Sharon: Who played Caesar?
Barbara: Henry Stone. He was in a film I saw on TV last
week.
Sharon: I don’t think I saw the film.
Barbara: You didn’t miss much. It was rather dull. And
there was a lot of violence. Such films bore me.
Sharon: That reminds me, there’s a comedy on television
tonight. It’s supposed to be good. Charlie saw it in
the Odeon and was very amused. He said it was
worth seeing.
Barbara: Really? Is it coming up after the ten o’clock news?
I’m going to watch it then.
Questions
1.	What examples of world-renowned musicals and straight plays
can you give?
2.	Who wrote Julius Caesarl What other plays by this author can
you remember?
3.	What do you think about showing violence, sex or cruelty on
television and in the cinema?
4.	Do you watch the news? How regularly? What news and on
what channel?
5.	What information offered by news programmes do you find most
interesting?
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EE Make up sentences using are supposed to be and words and phrases
from left-hand and right-hand columns:	
comedies	boring
classical plays	interesting
tragedies	frightening
musicals	sad
historical plays	amusing
modern plays	terrifying
operas	exciting
ballets	ARE SUPPOSED TO BE	enjoyable
horror films	instructive
thrillers	entertaining
psychological dramas	educational
documentaries	outdated
love stories	disturbing
football matches	exclusive
avant-garde (experimental)	popular/growing
films	in popularity
EH Develop the idea using the word either in negative sentences and too
or also in affirmative sentences.
Model 1: The production wasn’t very good, the actors and actresses
weren’t very good either.
Model 2: The sets were excellent, the acting was very good too/also
good.
1.	The seat wasn’t comfortable, ...
2.	The refreshments were excellent, ...
3.	The script wasn’t particularly original, ...
4.	The director’s work wasn’t brilliant at all, ...
5.	The audience was quite enthusiastic, ...
6.	The cloakroom was crowded, ...
7.	The house was beautifully illuminated, ...
8.	The actors looked clumsy and stiff, ...
9.	The music wasn’t really good, ...
10.	The dancing was terrible, ...
11.	The singing was the best I ever heard,
FT1 a) Say what kind of films, plays, books or TV programmes you enjoy.
Use the model.
Model. I like (love, adore, dislike, hate) horror films, I think they
are amusing (boring, etc.).
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b) Speak about people’s habits. Use the model.
Model: Some people hove a habit of arriving after the curtain has
gone up.
c) Speak about different things connected with theatre. Use the model
and the suggested adjectives.
Model: How full the theatre is tonight'.
	dull	terrifying	interesting	enjoyable
	silly	original	touching	beautiful
	cold	instructive	unusual	skilful
d)	Give your fellow	students advice about what to		read or see or visit
	(not to read, see	or visit). Use the	model.	
Model: The book Love Story by Erich Segal is very moving. It's
certainly worth reading.
EE Say what you would rather do or not do under certain circumstances.
Follow the model.
Model: If it’s the same film, I’d rather not go.	»
l.’lf the play is sentimental, .
2/ If the programme is so long, ...
3.	If my seat is such a long way from the stage, ...
4.	If it’s a Tarkovsky’s film, ...
5.	If there are any seats in the stalls left, ...
6.	If I have some spare time, ...
7.	If it’s only a walk-on part, ...
8.	If I’m asked to sing an encore, ...
9.	If there’s any chance to reserve a seat, ...
10.	If they show this soap opera on TV again, ...
11.	If I’m allowed to see the dress rehearsal, ...
12.	If it’s going to be a concert of chamber music, ...
ш Give replies to the suggested phrases. Use the word combination
nothing worth.
Model: - Why don’t you switch on the telly?
- There’s nothing worth watching tonight.
1.	Why don’t you look through this magazine?
2.	Why don’t you go to the cinema one of these days?
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3.	Why don’t you read the newspaper?
4	Why don’t you buy some souvenirs in.this shop?
5.	Why don’t you want to see this thriller? You may like it.
6.	Why don’t you switch over to another channel?
7.	Why don’t you listen to music on the radio?
8.	Why don’t you choose some of these new tapes?
9.	Why don’t you videotape one of these films?
ED Translate into English:
1.	Этот спектакль не стоит смотреть: вы только напрасно потра-
тите время.
2.	Нам совсем не понравилась постановка Костюмы и декора-
ции тоже были не слишком хороши.
3.	Моя подруга имеет привычку опаздывать на занятия. Из-за
этого у нее вечные неприятности.
4.	Полагают, что фильмы ужасов должны быть страшными, но
некоторые из них слишком глупы для этого. Когда их смот-
ришь, невозможно не смеяться.
5.	Как прекрасен театр перед началом спектакля! Зал уже полон,
оркестр настраивает инструменты, но занавес пока опущен,
волшебство еще не началось.
6.	Предполагается, что опера должна быть серьезной, но ведь
существуют и забавные комические оперы.
7.	Фильмы, в которых много насилия и жестокости, не стоит
смотреть детям.
8.	У него есть привычка что-нибудь жевать, когда он смотрит
телевизор, неудивительно, что он поправляется.
9.	Я бы, пожалуй, сходила куда-нибудь сегодня вечером в кафе
или дискотеку, да и в местном кинотеатре идет что-то инте-
ресное.
10.	Как великолепны декорации в этом спектакле! Вы помните
фамилию художника, который их делал?
11.	Детям очень нравятся веселые песенки из диснеевских мульт-
фильмов, да и персонажи в них тоже очень забавны.
и Write a short review of a film, a play, a book or a TV programme.
Use the vocabulary of the unit.
EE a) Read the conversation below and answer these questions:
1.	What do Susan and Tom do during the performance?
2.	Is this kind of behaviour typical of young people?
3.	Do you think theatre has any future?
Support what you say.
Unit Vlll 299
At the Theatre
Susan: What time is it, Tom?
Tom: Ten past eight. The curtain will go up in a minute or two.
Susan: I haven’t any chocolates. Get some quickly, please. Don’t
get many, I shall get fat!
Tom: All right. (To the girl) Half a pound of those chocolates,
please. Have you any matches?
Girl: No, I’m sorry, I haven’t.
Tom: Never mind. It doesn’t matter. (To Susan) Here you are, Su-
san. Are these all right?
Susan: Yes. Thank you very much.
Tom: I wanted some matches, but she hadn’t any
Susan: Never mind. I have some in my bag. Now sit down. The
play is beginning.
(The curtain goes up)
Susan: (looking at the actors and actresses on the stage) Look at
that green dress - isn’t it pretty? I saw that dress m a shop
in Bond Street last week.
Tom: The girl in the dress is pretty.
Susan: (quietly) Ssh! Don’t speak so loudly. People are looking at
you. Have a chocolate?
Tom: No, thank you.
* * *
Tom: Well, that’s the last curtain. Did you enjoy it?
Susan: Yes, I did. I always enjoy a good laugh.
b) Suppose you are taking a group of seven-year-olds to the theatre. Tell
them what they should and what they shouldn’t do at the theatre.
ш Complete the sentences by adding a question tag. Use a falling into-
nation to show that you expect the statement to be true.
Model: You like theatre, ...? - You like theatre, ylon 't youl
We shouldn’t miss this film, ...? - We shouldn’t miss this
film, „should wet
1.	I can sit wherever I like, ... ?
2.	He usually sits in the stalls, ... ?
3.	You booked the seats, ... ?
4.	There isn’t a performance on Monday, ... 9
5.	There weren’t any tickets left, ... ?
6.	You wouldn’t like the third row, ... ?
7.	You haven’t got anything cheaper, ... ?
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Essential Course
8.	I suppose there’s nothing further back, ... ?
9.	You won’t buy seats for a matinde, ... ?
10.	There will be someone to show us to our seats, ... ?
EE a) Read the text with a dictionary. Translate it into Russian:
The First Night
There is usually a day or two before opening night to fit the
sets into the stage area and rehearse scene changes. A lighting engi-
neer is brought in to establish the level of lighting and to prepare a
list of lighting cues. The stage director and his staff are also busy
collecting props for use in different scenes and in organising sound
effects and their cues. Final dress rehearsals bring together all these
elements and provide an opportunity for last minute alterations and
to get rid of unnecessary delays.
On the opening night, performers and staff arrive in good time
The “call-boy” - nowadays more often a loudspeaker system linked
to every dressing room - calls the “half-hour”. The front-of-house
staff begins to receive the audience, to sell them a drink, a box of
chocolates, a programme. The stage director checks the sets and the
readiness of the stage staff to make the first changes. The cast begin
to make up and get into their costumes with the help of dressers
who already have the costume changes waiting in their correct order.
The house lights are on, the stage lights dimmed The electricians are
ready with their cues. “Beginners” are called and those performers
who open the play make their way down to the stage to take up
their positions. Music from a tape-recorder begins to flood the audi-
torium. The footlights go on, lighting up the curtains or “tabs” as
they are called in the theatre. The first lighting pattern for the stage
is already set. The switch is thrown. The players lick their lips, clear
their throats, make final adjustment to their clothing. Everybody
stands by. There is a moment as though time has stood still. The
music fades, the curtain rises, there is an expectant cough and shuffle
from the audience. Someone makes the first move or speaks the first
line. The play has begun ...
(From: Collins Children’s Encyclopedia of the Arts of the World)
b) Say what these people do in the theatre:
director
stage director
playwright
stage staff
player (performer)	electrician	call-boy
attendant (usher)	costume designer	dresser
lighting engineer	stage designer	audience
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c)	Read the following terms and say how they are used in the theatre:		
	stage	sets (scenery) curtain	sound effects props	dressing-room	house lights stage lights footlights	loudspeaker system lighting effects
d)	Say what people do: in the foyer in the refreshment room in the cloakroom at the ticket agency	in the house in the boxes in the gods	on the stage in the wings at the box-office
EE	a) Imagine that you’ve been	invited backstage. Describe your impressions.	
b) Suppose you are a young actor. Describe your first appearance on the stage.
EH a) Fill in the blanks with prepositions. Choose from: before, of, for,
to, by, from, outside.
Giuseppe Fortunino Francesco Verdi (1813-1901) was not born ...
wealth and fame. His father was an impoverished, illiterate innkeeper,
and the first music Verdi heard was ... the street singers ... his fa-
ther’s tavern. When his parents noticed Verdi’s talent, they sent him
... the village organist to study music, and he was writing composi-
tions ... the local orchestra and the church ... he was 18. Verdi- was
very ambitious - a hard worker who had his first opera produced
when he was 23. Fifty years later he wrote Otello. ... that time he
was world famous ... dozens ... operas and was retired .. composi-
tion, but he was persuaded to write Otello ... Arrigo Boito, the young
man who translated and revised Shakespeare’s play. Otello is one ...
Verdi’s most beautiful and intense dramatic works.
b) Retell the text.
EE Describe a theatre nr an opera house you know well. Say where it is
situated, what its interior is like and what actors play there. Mention
some of the most successful productions.
Remember, in English the names of theatres and cinemas are used
with the definite article, e.g. the Moscow Art Theatre, the Maya-
kovsky Theatre, the Taganka Theatre, etc.
2J Make up a conversation between two friends going to the theatre or
to the cinema. Mention:
•	where you are going and when;
•	what you are going to see;
•	if it is a matinde or an evening performance;
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Essential Course
•	where you’re going to sit;
•	the price of the tickets;
•	what you’re going to wear;
•	where you’re going to meet and when.
EE Translate into English:
1.	Вчера я была в Большом театре, но плохо видела сцену, так
как у меня было неудобное место.
2.	Он начал писать для сцены в возрасте сорока лет. С тех пор
он написал более двадцати пьес.
3.	После спектакля режиссер отправился за кулисы, чтобы по-
здравить молодую актрису с премьерой.
4.	Занавес поднялся, и мы увидели декорации. Они были очень
красочными и произвели на нас большое впечатление.
5.	Я не люблю эстрадные представления, я предпочитаю класси-
ческую музыку. Поэтому я регулярно посещаю консерваторию
6.	Она сказала, что генеральная репетиция уже состоялась.
7.	Занавес не поднимался, и нам пришлось его поднимать рука-
ми. Это было нелегко, так как он был очень тяжелый.
8.	Первое действие спектакля происходило в Америке, в 30-е годы.
9.	Смотри не потеряй билеты. Лучше отдай их мне.
10.	Я так давно не была в Малом театре! Мне хотелось бы уви-
деть там любую пьесу. Я люблю актеров Малого театра
11.	Ведь спектакль стоит посмотреть, правда? - Да, наша самая
знаменитая актриса играет в нем главную роль. Хотя не могу
сказать, что мне нравится сама пьеса.
12.	Актер надел парик и вышел на сцену. Раздался взрыв хохота.
13.	Самые дорогие места - в партере, самые дешевые - на галер-
ке. Какие вы предпочитаете? - На галерке, у меня с собой
мало денег.
14.	Пойдемте в бельэтаж и займем места в первом ряду. Мы
увидим сцену без бинокля.
15.	После того, как упал занавес, актеров много раз вызывали на
сцену. Спектакль имел большой успех.
16.	В конце песни дети зааплодировали.
17.	В кулисах ждал врач, так как один из актеров почувствовал
себя плохо.
18.	Я сомневаюсь, что из нее получится хорошая актриса Она
слишком робкая и боится сцены.
19.	Обратите внимание на старых актеров. Они всегда смотрят на
галерку. Эта привычка осталась с тех пор, как галерку запол-
няли бедные студенты, преданные театру.
20.	Она сказала, что предпочитает сидеть в партере, потому что
оттуда очень хорошо видно сцену и лица исполнителей.
Unit VIII
303
FFI a) You all know Shakespeare’s tragedy Othello, written in 1604. The
story of the opera Otello composed by Giuseppe Verdi was adopted
from this play. See if you remember the plot well and check yourself
by putting the names of characters and place names into the blanks.
The story is in front of you, and the names that you need are:
Emilia, Desdemona, Cassio, Iago, Cyprus, Venice, Venetian, Moor,
Morocco.
The Story
The action takes place in the late 1400’s in ........... which was con-
quered by ..............................................
Otello is a ... (from	...) who was stolen from his home when
he was a child. When the story begins, Otello is a well-respected sol-
dier who has risen to the rank of General in the   Army. He has
been sent to govern the island of ....... Otello’s	wife .... is a beauti-
ful .......................................................... lady. They are passionately in love. The other important
characters in the story are the villainous ....,	his wife ..., and .....,
one of Otello’s soldiers.
........ is an ambitious, evil man who believes he deserves to be
Otello’s lieutenant (second m command). Instead, Otello gives the job
to ..... pretends to be a loyal friend, but secretly he despises
Otello...... sets into motion a plot to bring down both .............. and
Otello.	.
When the opera begins, ........ is in the midst of a raging storm.
Thunder and lightning crack and flash as Otello’s victorious fleet of
ships tries to come into the port.
In	celebration of their victorious battle against the	Turks,	the
soldiers	enjoy a	huge party where the wine flows freely.... arranges
for 	 to have	more wine than he can handle and then	sends a	sol-
dier	to.pick up	a fight with .... When Otello runs in	to stop	the
violence, .... blames the chaos on ........ Otello	is furious with ....
and dismisses him saying, “You are no longer my lieutenant.” .............
has accomplished the first step of his plan.
The next day ....... tells	... he should go plead his case with
... and she will ask Otello to forgive him.
........ is left alone on the stage, and he sings his ‘credo’, or the
philosophy of his corrupt life. He looks out of the window and sees
........ talking to .. Part	two of his plan begins to fall into place.
Otello enters the hall just as .... leaves	.......... makes sure
Otello sees them together, then acts	as if he	thinks	there	was some-
thing romantic about the encounter.	Otello, a	warrior	used	to violence
and treachery, is easily driven into	a jealous	rage. When	. enters,
the first thing she does is innocently beg Otello to forgive .............
Otello’s jealousy steadily increases..... sees that Otello is very upset,
but she has no idea why, and she offers him her handkerchief to
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wipe his forehead. Otello rejects the handkerchief, and it falls to the
floor where ......, ..’s wife and a servant to ......., picks it up........
then grabs the handkerchief from her and hides it in his shirt.
Otello is so upset that he tortures himself by imagining ....... with
...; he says farewell to his fame, his troops, the flag he fought for,
and his life. He turns his anger violently on ......,	demanding proof of
...’s infidelity..... tells his next big lie, claiming that he heard ......
talking in his sleep about being in love with ............................. then asks
Otello about .....’s handkerchief. Otello replies that the handkerchief
was his first gift to her. “Well,” says ................. (knowing	the handkerchief
is hidden in his own shirt), “I have seen it in ......’s hand.” The furi-
ous Otello now wishes ................................ had many lives, since killing him once is
not enough punishment.
In the next scene, Otello calls ..... to	him and tries to trick her
into admitting that she has been unfaithful. Otello asks her to show
him her handkerchief. She says she doesn’t have it, but will find it
later. Once more she asks him to forgive ............ By now Otello has
nearly lost his mind with jealousy, and he openly accuses her of un-
faithfulness. She is shocked and denies everything. After ...... runs out,
... re-enters, telling Otello that ..... is coming. With Otello hidden
and eaves-dropping, .................... makes it look as if . got	the handkerchief
from ....... By now, Otello is absolutely convinced that ....... has been
unfaithful..... has retired to her bedroom. She falls to her knees to
say her evening prayers. She is asleep when Otello comes into the
room.
Otello approaches the bed and kisses .................. three	times. When she
awakens, Otello tells her if she has anything to confess to God, she
should do it now. With horror, ......... realizes that Otello is planning
to kill her. Otello stifles her pleas for mercy and strangles her.
......... pounds on the door, and Otello lets her in. With her dying
breath, .... tells ... that she has killed herself. ...... calls	for help.
..., ...., and other soldiers come running in, horrified to find ..........
murdered. Then ............................................................ accuses her husband . of	lying, explaining
how he took the handkerchief from her.
......... races from the room when he realizes he has been found
out, and the soldiers go after him to arrest him. Otello is left with
the reality of what he has done to his innocent wife. Before the oth-
ers can stop him, he pulls a dagger from his shirt and stabs himself.
As he dies, he sings to    “Before I killed you, I kissed you, and
now that I die, a kiss ..... a kiss ..... another	kiss ..”
P.S. Having read the story you may ask, “Why is Othello’s
name spelled Otello in Verdi’s opera?” The answer is: because the
opera is in Italian, and in the Italian language there is no “th”
sound.
Unit VIII
305
Another question you are likely to ask is, “Why did Otello get
so jealous when he did not seem to have any reason to be?” In
Shakespeare’s play there are two quotes that help the audience better
understand Otello’s jealousy. Desdemona’s own father plants the first
seed of suspicion. He is so angry that Desdemona married Otello
without his permission that he says to Otello, “Look to her, Moor; if
thou hast eyes to see. She has deceived her father and may thee.”
Also, Emilia notes that sometimes people are jealous simply for the
sake of being jealous. “They are not ever jealous for the cause, but
jealous for they are jealous: ‘tis a monster begot upon itself, born on
itself.”
b) Retell the story of Othello.
FF1 Read the extract from Shakespeare’s “As You Like It” with a dic-
tionary and compare it with the Russian translation. Learn the ex-
tract by heart:
ALL THE WORLD’S A STAGE
All the world’s a stage
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts,
His acts being seven ages. At first the infant,
Mewling and puking in the nurse’s arms;
And then, the whining schoolboy, with his satchel,
And shining morning face, creeping like snail
Unwillingly to school. And then, the lover;
Sighing like furnace, with a woful ballad
Made to his mistress’ eyebrow. Then a soldier;
Full of strange oaths, and bearded like the pard,1
Jealous in honour, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon’s mouth. And then, the justice,
In fair round belly with good capon lin’d,
With eyes severe, and beard of formal cut,
Full of wise saws and modern instances,
And so he plays his part. The sixth age shifts
Into the lean and slipper’d pantaloon,
With spectacles on nose, and pouch on side,
His youthful hose well sav’d, a world too wide
For his shrunk shank; and his big manly voice,
1 pard - leopard
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Essential Course
Turning again toward childish treble, pipes
And whistles in his sound. Last scene of all
That ends this strange eventful history,
Is second childishness, and mere oblivion;
Sans1 teeth, sans eyes, sans taste, sans every thing.
ВЕСЬ МИР - ТЕАТР
Весь мир - театр.
В нем женщины, мужчины - все актеры.
У них свои есть выходы, уходы,
И каждый не одну играет роль
Семь действий в пьесе той. Сперва младенец,
Ревущий горько на руках у мамки
Потом плаксивый школьник с книжной сумкой,
С лицом румяным, нехотя, улиткой
Ползущий в школу. А затем любовник,
Вздыхающий, как печь, с балладой грустной
В честь брови милой. А затем солдат,
Чья речь всегда проклятьями полна,
Обросший бородой, как леопард,
Ревнивый к чести, забияка в ссоре,
Готовый славу бренную искать
Хоть в пушечном жерле. Затем судья
С брюшком округлым, где каплун запрятан,
Со строгим взором, стриженой бородкой,
Шаблонных правил и сентенций кладезь, -
Так он играет роль. Шестой же возраст -
Уж это будет тощий Панталоне,
В очках, в туфлях, у пояса кошель,
В штанах, что с юности берег, широких
Для ног иссохших; мужественный голос
Сменяется опять дискантом детским:
Пищит, как флейта... А последний акт,
Конец всей этой странной, сложной пьесы
Второе детство, полузабытье:
Без глаз, без чувств, без вкуса, без всего.
(Перевод Т Щепкиной-Куперник)
1 sans - without
Unit Vlll
307
kfc! Look at the ticket and build up a story around it:
a) Read the reviews and decide which of the two productions you
would prefer. Explain your choice.
a)	Even before the performance, the atmosphere on the stage of
the Children's Theatre is so American that the Russian speech of the
actors comes as a surprise.
A realistic ferry passes by at the front edge of the stage where
two bosom friends, Tom Sawyer and Huckleberry Finn, are sitting
fishing in the orchestra pit. But maybe a real river flows down there,
because the boys jerk their rods up, sending splashes of water
around. Children from the front row dash to the stage to see whether
there is indeed a river there.
It’s a long time since the theatre heard such roaring laughter
from the audience as that heard during Timothy Mayson’s play Ad-
ventures of Tom Sawyer, staged by John Cranney in co-operation with
artist Marjory Kellogg and composer Alan Shorter from the USA.
The American kids are played by the studio students with as much
zest as if they were having an exam in comedy acting.
b)	The world’s greatest love story and the most popular ballet of
the twentieth century, Romeo and Juliet, returns to The Royal Ballet
repertoire after an absence of two seasons.
Sergey Prokofiev’s magnificent symphonic score has inspired doz-
ens of productions all round the world, but it is Sir Kenneth Mac-
Millan’s version, created for The Royal Ballet in 1965, which is con-
sidered the best known and most loved.
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Essential Course
MacMillan’s spectacle gives audiences both the swirling drama of
the feuding families and the intimate tragedy of the innocent young
lovers doomed by fate. This season The Royal Ballet is happy to
welcome again Bernard Haitink, Music Director of The Royal Opera,
as a guest conductor.
b) Write your own review of a play, opera, ballet or film.
kki a) Read the text written by a senior schoolgirl about her interests:
My main interest is probably music. I enjoy listening to many
different kinds of music including classical, jazz and pop. My favour-
ite composers are Mozart and Tchaikovsky but there are many others
I like very much. My parents also love music and sometimes go to
concerts and operas, unfortunately not as often as they would like.
As well as listening to music I enjoy playing. I have been playing the
violin for nearly ten years and although I do not play very well I
am good enough to enjoy playing with other people. I play in a folk
group with some friends. We play for folk dances and other events
and festivals. It is good to feel as though we are keeping traditions
alive Young people are often surprised to find they have as much, or
even more fun at folk dances than at a disco.
As well as the orchestra and the folk music band, I play in a
small group with my mother and her friends. My mother is a piano
teacher and also plays the flute. We are not very good at playing
and spend most of the time chatting but occasionally we hold a small
concert for friends. We play a very different type of music, mainly
Bach or Mozart but it is just as much fun.
Although we do get a little bit of money for playing for folk
dances, that is not the reason I play. I will never be good enough to
be a professional musician but I hope I will be able to keep up
playing the violin when I am older because making music with
friends can be very enjoyable and satisfying. I hope people enjoy lis-
tening to us as much as I enjoy playing.
b)	Complete these sentences:
I.	Rachel enjoys listening to different kinds of music ...
2.	Her parents also love music ...
3.	She plays not only in the orchestra and the folk music band ...
4.	She is not good enough to be a professional musician but she
hopes ...
c)	Speak about your attitude to music generally and to different kinds
of music in particular.
d)	Speak about your main interest. Use the text above as a model.
Unit VIII
309
S3 Complete the columns. Translate the names of instruments into Russian:
violin	violinist
...	cellist
flute	....
clarinettist
......	pianist
accordion	.....
trumpet-player
trombone	...
saxophone	...
drummer
guitar	...
Open the brackets and use the verbs in the proper form:
Mary, Carolyn, Jane and I (to sing) together for a year. We (to
sing) at school assemblies and school parties. Our quartet (to be)
formed one boring lazy afternoon at Jane’s house. We (to discover)
that our voices (to have) a wide range - two sopranos,1 a mezzo-
soprano,1 2 and a contralto.3 Jane’s piano (to be) at once brought into
use to help us. Through September, October, and November we (to
practise) on Friday afternoons and Sundays. Mr. Sorrell, director of
our school chorus, (to ask) us to sing at the fall concert. We (to
sing) some beautiful old French songs for our French class, some
Elizabethan madrigals for English, and some ballads and folk songs
for Miss Martin’s history class. All this (to take) our weekends, but
we (to have) so much fun getting together and practising and per-
forming that we (not to mind).
Answer these questions:
1.	How often do you listen to the radio and watch television?
2.	Do you prefer radio or television?
3.	Was there anything interesting on television last night? If there
was, what was it?
4.	Did you hear the news on the radio this morning? How much
do you remember, if you did?
5.	What TV channel do you usually watch? Why?
6.	What’s your favourite TV or radio programme?
7.	Can you name any TV announcer (a newscaster, an interviewer, a
commentator, or a quiz master)? Which of them do you like? Why?
1 soprano - a high-pitched singing voice
2 mezzo-soprano - a voice lower in pitch than a soprano
3 contralto - a low-pitched singing voice
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Essential Course
8.	Broadcasts can be live or recorded. Can you give an example of
either?
9.	What TV programmes in your view are the most popular in this
country? Why?
10.	What do you think of the growing popularity of television all
over the world?
S3 Make up conversations about watching TV. Use the suggested phrases:
1. Do you mind if I switch 2.
over?
I rather wanted to see ...
I’ve been looking forward
to watching it all day.
I’m very keen on ...
I’m not particularly fond
of ...
I’ll go along with what-
ever you decide.
Is there anything worth watching
on TV tonight?
Do you know what comes next?
What’s on after the news?
I couldn’t say for sure/certain.
Let me look in the Radio Times.1
If I remember rightly ...
The weather forecast is on after
the news.
We mustn’t miss that.
Read the text and remember more facts connected with arts:
Do you know that ...
•	Picasso, the Spanish artist who died in 1973, is estimated to have
produced over 13,000 paintings, as well as a great many engrav-
ings, book illustrations and sculptures, during his long career (he
lived to be 91)? This means that he painted an average 3 1/2
pictures every week of his adult life.
•	Leonardo da Vinci’s Mona Lisa is probably the world’s most
valuable painting? It was stolen from the Louvre, Paris, in 1911,
where it had hung since it was painted in 1507. It took two
years to recover. During that time, six forgeries turned up in the
USA, each selling for a very high price.
•	the Ashmolean Museum in Oxford, Britain, was built in 1679? It
is considered to be the oldest museum.
•	the Winter Palace and the Hermitage in St. Petersburg have 322
galleries showing a total of 3 million works of art and archaeo-
logical exhibits? A walk around all the galleries is 24 km.
•	the Beatles were the most successful pop group of all time? They
sold over 1,000 million discs and tapes.
1 Radio Times - weekly magazine writing about BBC radio and TV pro-
grammes
Unit VIII
311
•	the smallest professional theatre in the world is to be found in
Hamburg, Germany? The Piccolo seats only 30 people. The Perth
Entertainment Centre, Australia, has a theatre that holds 80,000.
•	Shakespeare, commonly thought the world’s greatest playwright,
wrote 37 plays in all? The longest is Hamlet. The role of Hamlet
is also the longest written by Shakespeare.
•	Wolfgang Amadeus Mozart wrote about 1,000 pieces of music,
including many operas and symphonies? He died aged 35, but
had been composing since he was four. He is thought to be one
of the world’s greatest composers.
ш Use the verbs in this extract from Suzanne Simmons’ ‘The Tempestuous
Lovers’ in their proper form. Retell it in indirect speech.
“I would like to tell this story to you, Nicki. Perhaps it {to help)
you to understand my son better.” She paused as if to organize her
thoughts.
“It {to begin) during the war. I was signed to do a concert tour
of England as part of goodwill mission for the state department. I
{to perform) in London when I met Eric’s father. He {to come) back-
stage to tell me how much he {to enjoy) the concert. He {to come)
every night for a week until one night I finally {to agree) to have a
late supper with him. It was a whirlwind courtship and we {to be)
married two weeks later. I was no dewy-eyed child, but we were su-
premely happy.” Louisa {to pause) and the girl could only imagine
the private memories she {to relive).
“You must understand the chaos that {to exist) in Europe at
that time. My husband {to be) some years older than I - he already
{to lose) his entire family - father, wife, two children. He {to have) so
much pain in his life, but he {to fight) on. He was a man of heroic
proportions.” There was a quiet pride in her voice as she {to speak)
of him again after more than three decades.
"We didn’t know how much time we {to have) together. He was
in the underground and I only {to see) him occasionally. Then he {to
come) to me one night, unexpectedly, to tell me ... that his first wife
and his two young sons {to be) miraculously found alive in a refugee
camp. There was nothing for us to do - but be strong. There were
so many goodbyes during the war. Ours was but one. And then, just
before my baby {to be) born I {to receive) a cable from Gaby telling
me that my - that Eric’s father {to be) killed while on a mission into
Denmark.” Her voice was so soft Nicki was forced to move closer to
hear the last few words.
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Essential Course
a) Tick what is true for you in this questionnaire.
1. Are you keen on reading?
Very much so
Not really
Not at all
2. How much do you read?
Every day
Once or twice a week
Occasionally
Hardly ever
3. What do you read apart from fiction? 4. Do you read
Newspapers
Magazines
Comic books
Reference literature
for your job?
for pleasure?
for self-education?
5. What kind of books do you enjoy reading?
Historical books
Adventure books
Romantic stories
Horror stories
Crime stories
Books about sport
6. Where do you read?
Books about outstanding people
Books about animals
Books about travel
Children’s books
Cooking recipes
At college or at work
On your way to college or work
In bed
In the kitchen
On long journeys
In the library
At your desk
7. Do you like to share your impressions of the book you’ve read and
who with?
Always
Never
It depends
With friends
With parents
With brothers) or sister(s)
8. Do you finish a book?
Always
As a rule
Not always
Hardly ever
b) Speak about your reading habits.
Unit VIII
313
ш Translate into English:
1.	Переключи на восьмой канал, я собираюсь смотреть свою
любимую комедию.
2.	Пойдемте в Эрмитаж, мы не были там два года.
3.	Балет «Ромео и Джульетта» сохраняется в нашем репертуаре
с 1965 года.
4.	Какой канал телевидения вы обычно смотрите? - Четвертый.
Они показывают очень хорошие сериалы. Кроме того, мне
нравятся новости и комментарии.
5.	Шекспир написал 37 пьес. Моя любимая - «Гамлет». Я ду-
маю, что каждый актер мечтает сыграть роль Гамлета.
6.	После того, как занавес опустился, раздались вежливые
хлопки, хотя мы ожидали бури аплодисментов.
7.	Эта песня была гвоздем программы. Назавтра ее пел весь
город.
8.	Многие театры в Москве имеют филиалы.
9.	Она сказала, что готова играть любую роль, даже без слов.
10.	Говорят, спектакль освистали. Это правда? - К сожалению, да.
11.	Она сказала, что собирается замуж и уже купила книгу ку-
линарных рецептов, потому что собирается кормить мужа
вкусными обедами.
12.	«Моя прекрасная леди» - известный мюзикл. Он основан на
пьесе Бернарда Шоу «Пигмалион».
13.	Доуренс Оливье (Laurence Olivier) был одним из величайших
английских актеров XX века. Он был первым директором
Национального театра. Он сыграл роли Гамлета, Генриха V,
Ричарда III и многие другие.
14.	Мой любимый диснеевский персонаж - Бемби.
15.	Этот фильм ужасов не стоит смотреть, он совсем не инте-
ресный.
16.	Кремль является историческим центром нашей древней сто-
лицы. Не пропустите экскурсию в Кремль.
17.	Когда-то он был рабочим сцены, теперь он наш помощник
режиссера.
18.	Она всегда испытывает волнение перед выходом на сцену,
хотя уже играет тридцать лет.
19.	Великие актеры никогда не выходят из образа до конца
спектакля.
20.	Это был сценический вариант романа «Анна Каренина».
Одна из молодых актрис играла роль Анны.
21.	Джон Леннон был английским певцом и гитаристом, до
1969 года он входил в группу «Битлз».
22.	Он сказал, что никогда не был в Третьяковской галерее. Мы
обещали сводить его туда, как только у нас будет время.
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Essential Course
23.	Давайте сходим на организованную экскурсию по городу.
Гид расскажет нам обо всех местах, которые стоит увидеть.
24.	Если погода будет дождливой, мы не поедем к морю, а
пойдем в кино. В местном кинотеатре идет новый приклю-
ченческий фильм.
25.	Спектакль провалился. Актеры были скованны, они плохо
знали свои роли
26.	В этой библиотеке масса справочной литературы. Если вам
нужен какой-нибудь словарь, они найдут вам его.
27.	Молодые девушки любят сентиментальные романы о любви.
28.	Я видела, как он брал в раздевалке бинокль, и поняла, что
его место не в первых рядах партера.
29.	Если вы отправляетесь в длинное путешествие на поезде,
вам лучше взять с собой интересную книгу.
30.	Она сказала, что очень увлекается американскими триллерами
ИИ a) Read the beginning of the story “Leading Lady” by Daphne du
Maurier and suggest your version of what Miss Fabian will do to get
rid of the young and promising actor:
Paul Haynes, a theatre manager, who is very proud of his high
morals is starting a new performance in one of London’s theatres He
asks Miss Fabian, a leading actress what she thinks of Martin Wil-
ton, a young and promising actor. Paul Haynes is intending the
young man for a part in his performance. Miss Fabian goes to a
matinee with the aim of making her opinion of the actqr
She sat in the stalls without moving a muscle of her face. This
Martin Wilton was good. It was much too dangerous. It would be
fatal to have him in the new play. She would become a secondary
figure, her part would not matter at all.
And she had reached an awkward moment in her career. The
slightest slip, the smallest mistake, and the attention would be
drawn away from her. People would say she was becoming mo-
notonous, she was overplaying herself. No, this boy was too good.
Already she could imagine the first night, with Martin Wilton get-
ting the applause. She would have to stand in the background and
efface herself, pushing him forward with a smile. Something had to
be done. He must be prevented at all costs from playing the part.
Mechanically she wrote a note to Martin Wilton after the matinee.
“Your performance is quite marvellous. Never seen anything
like it. I want you to come and be with me in my next play Will
send it along for you to read tonight. Wonderful part for you.
Forgive me for not coming round. I’ve got to dash away.”
Unit VIII
315
b) Read the end of the story and compare it with your own version:
She drove home, racking her brains for some solution of the
problem After the rehearsal, when they had finished for the day, she
sat in front of the mirror making up her face very carefully. Things
had gone exactly as she had feared; the boy had been wonderful -
never seemed to make a mistake, and his technique was uncanny.
How she hated him! Then the germ of an idea came into her mind.
In half-an-hour they were having dinner together in her flat. At
first he was painfully shy, he would scarcely say a word. Completely
unselfconscious on the stage, in private life he was nervous, clumsy,
aware of his hands and feet Soon he began to warm to the influence
of the room, her voice, the excellent food.
He found himself speaking to her as if he had known her for
years He was happy and at peace; she seemed to understand him so
well.
“Hamlet,” he was saying. “I want to play Hamlet as no one has
ever dared to play it before. There is something terrific about him,
misunderstood, suppressed. You remember, in the beginning of Act
Three ...”
“Yes, wonderful, wonderful!” she murmured. О God, not Shake-
speare, not at this hour! If he went on much longer she felt she
would scream. What a fool he was!
She stirred slightly, and reached for his hand. “You dear, you
dear quixotic person. You know, you remind me of myself,” she told
him. “Oh, yes, quite a lot. All your ideas and beliefs. I so appreciate
your outlook on life. All for Art. Ah, how well I understand! I
adore my work passionately.”
“It will almost break my heart if I don’t play this part with
you,” said Martin Wilton. “It’s the chance of a lifetime. Supposing
Haynes thinks I’m no good?”
“Of course, you are young,” she said gently, “a little too young.
Paul Haynes is a very difficult man, but I think I can persuade
him.”
He seized hold of her hands and kissed them. “You are being
an angel to me,” he said, flushing. “I can’t ever forget this. Look
here - you ought to meet my wife; she is the most sympathetic per-
son in the world. I know you’d like her. We’ve only got a tiny flat,
but she’d adore to meet you. And we’ve got some wonderful records
I’d love you to hear A Beethoven concerto, Cesar Franck ...”
He stumbled out of the flat, not looking where he was going,
his head in the clouds, his mind filled with the glorious, impossible
future.
Thanking God she was alone at last, she sank into a chair. Five
minutes after he had gone the telephone rang. It was Paul Haynes.
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Essential Course
“Well, just tell me how it went What about young Martin Wil-
ton? Is he going to be good? Will you like having him in the thea-
tre?”
She did not reply for a moment, and then laughed a little self-
consciously. “He was very much all there. His technique is marvellous
in anyone so young. He’s very good at his job. What more can I
say?”
“Look here, you’re keeping something back. Don’t pretend with
me. Martin Wilton was rude, bad-mannered?”
“No, no. Please don’t ask me any more. It’s so unfair to the
boy. He probably didn’t realise what he was doing.”
“What are you driving at? Wasn’t he sober? What did he do to
upset you?”
“Well, he - he tried to make the most violent love to me, that’s
all.” She laughed and shrugged her shoulders.
“I’m very sorry,” he said slowly. “But you remember what 1 told
you the other day? It’s just that type of thing I want to stop. It’s
vicious and disgusting. How he dared try it on with you, that’s what
gets me! And to think I was going to offer him the chance of his
life!”
Part П
PHONETIC
PRACTICE

UNIT I
A. TEXT-BASED PHONETIC EXERCISES
Q Listen to the tape that goes with the text of Unit I. Pay attention
to the delimitation of the text (phonopassages - phrases - intonation
groups) and the accentuation of information centres. Mark stresses
and tunes. Prepare the text for reading.
2	Practise the sounds in the following words and phrases:
[r]	well-built, English, Lynn, twins, difficult, still, trip
[i:] teacher, weekend, reading, teenage, she, he, people, means, seaside
[e] healthy, complexion, met, very, expression, friends, tennis, detective,
adventure, spends, collection, tell, pet, send
[ae] attractive, family, graduated, bachelor
[з:] university, journalism
[л] couple, sons, younger, wonderful, one, the other, wonder, love,
much, enough, money, brother
[a:] 'Parker, rather, tasks, plants, laugh, last
[o] look, cooking, good
[u:] school, two, football
[n] John, lot, golf, stories, washing, polishing, potted, fond, dog, col-
lege, often, holidays, watching
[□:] forty, tall, floor, watering, shopping, of course, always, reporting
[ei]	plays, player, name, day, they, make, stays, acquaintances
[ai]	light, likes, wife, slightly, quite, time, ironing, alike, find, climbing,
fighting, quieter, Mike
[ni] noisy, boys, enjoys
[la] career, theatres
[еэ] parents, their, year, hair
[оэ] during, usually
[au] outings, out
[эи] local, close, both, so, no, home, hope, to go
320
Phonetic Practice
No devoicing before voiceless consonants:
•	she is proud of her collection of potted plants;
•	he has a couple of close friends;
•	they are fond of football;
•	of course;
•	he is still a bachelor.
*>-------
Loss of plosion:
•	light brown;
•	he plays tennis and golf;
•	she is younger than he and quite attractive;
•	he is a very good tennis player.
Alveolars replaced by dentals:
•	he is a teacher at the local school;
•	qt the weekend.
Pronunciation of the linking |r|:
•	her hair is light brown;
•	they arg aj school;
•	they are aj home.
0 Transcribe the following phrases, mark stresses and tunes. Intone them.
1.	John Parker is about forty, rather tall and well-built.
2.	He plays tennis and golf every weekend and he likes reading de-
tective and adventure stories.
3.	She is slightly younger than he and quite attractive.
4.	She spends a lot of her day doing tasks about the house: the
ironing and the washing, polishing the floor, watering the flowers,
cooking and shopping.
5.	They are twins and so alike that people find it difficult to tell
one from the other.
6.	No wonder the house is much quieter when they are at school
than when they are at home.
7.	But of course the parents still love their boys very much.
8.	He is twenty-five, taller than his elder brother, broad-shouldered,
good-looking and always ready to have a good laugh.
9.	During the holidays the family likes to go out on outings.
Unit I
321
Q Listen to the tape that goes with the dialogue of Unit I. Pay atten-
tion to the delimitation of the dialogue (dialogical units - phrases -
intonation groups) and the accentuation of information centres. Mark
stresses and tunes. Prepare the text for reading.
2 Before you start reading the dialogue practise the sounds in the fol-
lowing words and phrases:
[i]	victim, a little, think, this, pictures
|i.| policeman, he, medium
[e] yes, ten, heavy, any, length, help, very, anyway, well, checked,
getting
[ae] that’s, black, plaid, lumberjacks, pants, narrows
[з] curly, shirt, person
[л] doesn’t, much, somewhere
[a:] marks, glasses, dark
|o] look
[u:] you, blue, shoes, boots
[o] not, what, long, want
[o:] short, all right
[ei] say, weight, maybe, face, straight
[at] • height, right, five, nine, side, kind, hiking
I di] boy, cowboy
[еэ] hair, wearing
[иэ] sure
[au] around, about, brown, how, cowboy, down, now
[эи] suppose, no, don’t, so, clothes, know
B. FURTHER SOUND PRACTICE
The Vowel |i:|
E Listen and repeat:
bean	eating	pea	cheeks	peel	Edith
□cheap	Jean	seat	cheese	see	evening
easy	meal	tea	heel	sheep	Peter
eat	meat		leek	.three	
322
Phonetic Practice
Q
Listen to the following dialogue. Mark stresses and tunes. Memorize
the dialogue.
In a Restaurant
Peter. What would you like to §at, Edith?
Edith’. A meat sandwich.
Peter. Jean? Would you like a meat sandwich or a cheese sand-
wich?
Jean’. A cheese sandwich, please.
Peter. Good evening. We’ll have one meat sandwich and two
cheese sandwiches.
Edith’. And three teas, please.
Waiter, (writing down the order) One meat sandwich ... two cheese
sandwiches ... and three teas.
Suppose you arc in a restaurant. Order your meal using the following
words and phrases: coffee, tea, cheese, cheese cake, cream, ice-cream,
peaches, heans, peas, leak, leak soup, pea soup.
Read and learn the following phrases, proverbs and rhymes:
1.	Please believe me.
2.	Please leave me in peace.
3.	Extremes meet.
4.	Seeing is believing.
5.	A friend in need is a
friend indeed.
6. A sailor went to sea
To see what he could see,
But all he could see
Was sea, sea, sea.
7. If all the seas were one sea,
What a great sea that would be!
The Vowel [i]
EE	Listen	and repeat:		
		[i:l - Id	[i:l - Id	[i:l - Id
		sheep - ship	cheeks - chicks	cheek - chick
		bean - bin	heel - hill	feel - fill
		eat - it	peel - pill	reach - rich
		seat - sit	lead - lid	
		leek - lick	wheat - wit	
EE	Listen	and repeat:		
	it’s	Indians	film	Mrs. Smith
	isn’t	interesting	minutes	fifty
	ill	Tim	beginning	sixty
Unit I
323
[E Listen to the dialogue. Mark stresses and tunes. Memorize the dia-
logue.
Bill: Is Tim in?
Lyn: Is he coming to the pictures?
Mrs. Smith: Tim’s ill.
Bill: Here he is. Hello, Tim.
Tim: Hello, Bill.
Lyn. Are you ill, Tim?
Tim: Is it an interesting film?
Lyn: It’s Big Jim and the Indians.
Bill: And it begins in six minutes.
Mrs. Smith: If you are ill, Tim ...
Tim: Quick! Or we’ll miss the beginning of the film.
EE Read the following contrasts:
bit -	bid -	beat -	bead
hit -	hid -	heat -	heed
lick -	pig -	leak -	league
a)	Listen to some recorded sentences and tick the words you hear: .
1.	sheep, ship
2.	been, bin
3.	cheeks, chicks
4.	cheap, chip
5.	heel, hill
6.	peel, pill
b)	Now check your answers in the key sentences:
1.	He wants a sheep for his	birthday.	4.	It’s a	cheap machine.
2.	That's a very small bin.	5.	What	a high heel\
3.	Look at these chicks.	6.	Don’t	eat that pill.
EE Read and learn the following:
•	It’s a pity that little Kitty lives in a big city.
•	Six little kittens lost their mittens.
•	It’s a pity, they were so pretty.
•	Little Bill, sit still.
Will you sit still, little Bill?
If you sit still, little Bill,
Jimmy Nill will bring you to a big hill.
324
Phonetic Practice
The Diphthong [ial
ГП Listen and repeat:
[i:] -	[ia]	[i:]	-	[ia]
e -	ear	pea	-	pier
bee -	beer	bead	-	beard
tea -	tear
Ш	a) Listen to some recorded sentences and tick the words you hear:			
	1.	bee, beer 2.	tea, tear 3.	bead, beard			4.	pea, pier 5.	e’s, ears 6.	Dee, dear
b)	Now check	your answers with	the key	sentences:
	1. I’ve just swallowed a beer. 5.			There should be two e’s and
	2. The tear fell on floor. 3. What a funny bead!		6.	you’ve only got one. How are you, dear!
EE	4. What a Listen and Lear	lovely green pier! repeat: clear	mountaineer	disappeared	
	here	year	cheers	Austria
	hear	idea	nearly	windier
	dear	atmosphere	bearded	easier	
EE Listen to the following dialogue. Mark stresses and tunes. Memorize
it.
{Mr. and Mrs. Lear are on holiday in Austria.)
Mr. Lear.
Mrs. Lear.
Mr. Lear.
Mrs. Lear.
Mr. Lear
Mrs. Lear.
Mr. Lear.
Mrs. Lear.
Mr. Lear.
Waiter
Mr. Lear
Mrs. Lear.
Let’s have a beer here, dear.
What a good idea! They have very good beer here. We
came here last year.
The atmosphere here is very clear.
And it’s windier than last year.
(speaking to the waiter)-. Two beers, please.
Look, dear! Look at the mountaineer drinking been
His beard is in his beer.
His beard has nearly disappeared into his beer!
Sh, dear. He might hear.
(bringing the bear)-. Here you are, sir. Two beers.
(drinking his bear)-. Cheers, dear!
Cheers! Here’s to the bearded mountaineer!
Unit I
325
EE Read the following phrases:
•	Here they are.
•	Here’s the beer
•	I can hear Mr. Lear.
•	Mr. Lear calls her “dear”.
•	He’s a mountaineer.
•	Here are all the books.
•	The beer is here on the
table.
•	He can hear us too.
•	Dear old Mrs. Lear is here
in the kitchen.
A mountaineer always drinks
beer in the mountains.
He fears her tears.
The fierce storm filled us with
fears.
The engineer disappeared in the
rear.
A glass of beer will cheer you up
He lost all that was near and
dear to him.
Steer clear of places like that.
The Consonant [p]
EU	Listen and repeat:			
	a pen	a passenger	a plastic plate	empty
	a pencil	a policeman	an apple	helpful
	a pin	a newspaper	please	stop talking
	a pear	a pepper pot	people	upstairs
	Peter	a spoon	pretty surprise	perhaps
	Poppy	a piece of pork pie	a cup	stop pulling
	Paris	an airport	a pipe	dropped
	a pocket	stupid	an envelope	Mr Tupman
	a postcard	impatient	a stamp	help me
	a passport	a plane	help	stop shouting
	Listen to the dialogue. Mark stresses and tunes. Memorize it.			
(Mr and Mrs Tupman are at the airport They have just got off the
plane from Paris.)
Official'.
Mr. Tupmatr.
Mrs. Tupman:
Mr. Tupman
Mrs. Tupman:
Mr. Tupman
Passports, please!
I think I’ve lost the passports, Poppy.
How stupid of you, Peter! Didn’t you put them in
your pocket?
(emptying his pockets): Here’s a pen .. a pencil ... my
pipe ... a postcard ... an envelope a stamp... a pin.
Oh, stop taking things out of your pockets Perhaps
you put them in the plastic bag.
(emptying the plastic bag): Here’s a newspaper ... an
apple ... a pear ... a plastic cup ... a spoon ... some
paper plates ... a piece of pork pie ... a pepper pot ...
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Phonetic Practice
Mrs. Tupman:	Oh, stop pulling things out of the plastic bag, Peter. These people are getting impatient.
Mr. Tupman: Mrs. Tupman:	Well, help me, Poppy. We’ve lost our passports. Perhaps we’ve dropped them on the plane.
Official:	Then let the other passengers pass, please.
Mr. Tupman:	Poppy, why don’t you help? You aren’t being very helpful. Put the things in the plastic bag.
Official:	Your name, please?
Mr. Tupman:	Tupman.	•
Official:	Please go upstairs with the policeman, Mr. Tupman.
Fl Read the following:
•	He bought a pen.
•	He bought a pen and a pencil.
•	He bought a pen and a pencil and a pin.
Щ Practise and memorize:
Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where is the peck of pickled peppers Peter Piper picked?
Sally speaks Spanish,
But not very well.
When she tries to speak Spanish
You really can’t tell
What language she’s speaking
Or trying to speak.
The first time I heard her,
I thought it was Greek.
Peter, Peter, pumpkin eater
Had a wife and couldn’t keep her.
He put her in a pumpkin shell
And thus he kept her very well.
The Consonant [b]
Listen and repeat:
[pl -
pin -
pen -
pear -
[b]
bin
Ben
bear
Ipl
cap
pup
Poppy
[b]
cab
pub
Bobby
Unit I У2Л
ES a) Listen to some recorded sentences and tick the words you hear:
1. pin, bin	3. pup, pub	5. pack, back
2. Poppy, Bobby	4. pig, big	6. peach, beach
b) Now check your answers with the key sentences:
1.	That’s a very small bin.	4. It’s a	big house.
2.	My friend’s name is Poppy.	5. Put it	on the horse’s back
3.	That pup is very noisy.	6. What	a lovely peach.
ES Read and memorize the following:
The bear could not bear the boar.
The boar thought the bear a bore.
. At last the bear could bear no more.
That boar that bored him on the moor.
And so once more he bored the boar.
That boar will bore the bear no more.
The Consonant [m]
EE	Listen	and repeat:				
	Mum	maybe	Cambridge	come		smart	,
	me	tomorrow	remember	some		Mummy
	met	summer	him	home		home-made
	may	family	Tim	Smith		Tom Mitcham
	make	crumpets	time	small		
EE	Memorize the following rhymes:					
	Meet	me in the morning.		Meet me	at	midnight.
	Meet	me at noon.		Meet me	in	the hall.
	Meet	me in September,		Meet me	in	the summer
	Or in	the middle of June.		Meet me	in	the fall.
Meet me in the evening.
Meet me at eight.
I’ll meet you anytime you want
But please don’t be late.
Personal Questions
Where were you born? I’d rather not say.	How tall are you? How old are you?
« Where are you from? I’d rather not say.	How much do you weigh? I’d rather not say
328
Phonetic Practice
How much rent do you pay?
I’d rather not say.
How much do you make?
I’d rather not say.
Why aren’t you married?
I’d rather not say.
Why don’t you have children?
I’d rather not say.
Where were you last night?
Why weren’t you home?
Did	you	stay out late?
Did	you	come home alone?
Did	you	have a good time?
Did	you	see a good play?
Did	you	go to a concert?
I’d rather not say.
Solomon Grundy
Born on Monday.
Christened on Tuesday.
Married on Wednesday.
Ill on Thursday.
Worse on Friday.
Died on Saturday.
Buried on Sunday
That was the end
of Solomon Grundy.
C. FURTHER INTONATION PRACTICE
INTONATION PATTERN I
(LOW PRE-HEAD +) LOW FALL (+ TAIL)
Models: - I’ve just seen Tom. - .Where?
- Whose book is this? - .Mary’s, I othink.
- What’s his job? - He’s a .doctor.
Stress-and-tone marks in the text:
Low Fall: [. ]	Half-stressed syllables: [ o ]
Unstressed syllables have no graphic indication in the text.
The Low Fall in the nucleus starts somewhat higher than the
mid-level or lower and usually reaches the lowest level. The
unstressed syllables which form the tail are pronounced on the
lowest level pitch The unstressed syllables forming the pre-head
are pronounced either on the low level pitch or rise gradually.
Unit I
329
This intonation pattern is used:
1.	In statements (final, categoric, calm, reserved), e.g.:
- Whose book is this?	- It’s .Mother’s.
2.	In special questions (calm, serious, flat, reserved, very often
unsympathetic), e.g.:
- One book is missing.	- .Which?
3.	In imperatives (calm, unemotional, serious), e.g.:
- I’ll send it to him	- .Don’t.
- How can I get in touch with Nick? - .Phone him.
4.	In exclamations (calm, unsurprised, reserved), e.g.:
- He’s just arrived.	- .Fine!
EE a) Run your eyes through the description of Intonation Pattern I
given above.
b) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the replies.
LOW FALL ONLY
Model:	- .Yes.	
Verbal Context -	Can you come tomorrow9 -	Whose book is this? -	When can you do it? -	Where does he come from? -	What subject do you prefer? -	What’s your name? -	Take only one of them. -	Just tell him.	Response Statements (final, categoric, calm, reserved) — Yes. - Mine. - Now. — France. — French./Maths. - Smith./Jones./Brown. Special Questions (calm, serious, fiat, reserved, very often unsympathetic) - Which? - What?
330
Phonetic Practice
-	Make them at once.	- How?
-	I saw a friend of yours today. - Who?
-	Borrow someone’s dictionary.	- Whose?
Imperatives
(calm, unemotional, serious)
-	Would you mind calling your dog? - Heel./Sit./Down./Here.
-	Shall we have another game?	- Let’s.
Exclamations
(calm, unsurprised)
-	He’s just arrived.	- Oh!/Right!/Good!/Fine!
□ a) Listen to the replies and repeat them in the intervals. Make your
voice fall as low as possible.
b) Listen to the verbal context and reply in the interval.
FF1 Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
LOW FALL + TAIL
Model:	— .Yes, oMary.	о «	
Verbal Context • - Where do you come from? - How old are you? - Will you send it to me? - Pass me that box, Joan. - He’s away quite often. - She’s got something in her eye. - He’s broken a window. - How can I get in touch with Miles? -	Response Statements (final, categoric, calm, reserved) - India. - Seven. -	Yes, sir. Special Questions (calm, serious, fiat, reserved, very often unsympathetic ) -	Which box? -	How often? -	Which eye? -	Whose window, may I ask? Imperatives (calm, unemotional, serious) -	Phone him.
Unit I
331
- Would you like an apple?
- Oh, I’m cold.
- I’ve lost my ball.
Exclamations
(calm, unsurprised)
- Thank you.
- Nonsensel/Rubbish!
- Pity!
FFl a) Listen to the replies and repeat them in the intervals. Make your
voice fall as low as possible. Do not forget to link the words to-
gether.
b) Listen to the verbal context and reply in the interval.
EE Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
LOW PRE-HEAD + LOW FALL (+ TAIL)
Model:	- He’s a ,teacher.	_	
Verbal Context	Response Statements (final, categoric, calm, re- served)
- Whose pen is this?	- Patricia’sJIt’s mine. Special Questions (calm, serious, flat, reserved, vcTj’ often unsympathetic)
- Someone’ll have to do it. - You’ll find it in the drawer.	- But who? - In which drawer? Imperatives ( calm, unen ю I ional. serious)
- It’s my book. - What shall I do with these figures?	- Well, take it then. - Divide them./Remember them. Exclamations (calm, unsurprised)
— Did you lock the back door? - I’m afraid I’ve got a cold.	- Of course. - No wonder.
332
Phonetic Practice
a)	Listen to the replies and repeat them in the intervals. Make your
voice fall as low as possible. Do not forget to link the words together.
b)	Listen to the verbal context and reply in the interval.
Repeat all the replies until they sound perfectly natural to you. See
that your Russian pronunciation habits do not interfere.
El Listen to a fellow student reading the replies. Tell him what his er-
rors in intonation are.
EE Listen to your teacher reading the verbal context below. Reply by
using one of the responses. Pronounce it with Intonation Pattern I.
Say what attitude you mean to render.
Verbal Context
- Is your brother in?
- Have you any cousins?
- Whose exercise book is this?
- How old is your brother?
- How old are you?
- May we go?
- May I go?
- Who is on duty today?
- May I switch off the tape-recorder?
- Who is absent today?
- Whose book is this?
- When is he coming?
- Where is your sister?
- May I ask you a question?
- Can I help you with the tape?
- What’s your uncle’s job?
- Where is Ann?
- Where do you come from?
- Why do you stay here so long?
- Where is your teacher?
- Will you switch on the tape-recorder?
- May I go and see him?
- I’ve got a new flat.
- I’m afraid I can’t leave at once.
- Pass me the book, Tom.
- He is on duty very often.
- Will you bring the tape?
Response
— Yes.
- No.
— Mine.
- Ten.
- Twenty.
— No, girls.
- Yes, Betty.
- I am.
- Yes, please.
- No one is.
— It’s Mary’s.
— Tomorrow.
— At the Institute.
- Of course, you may.
- Of course, you can.
- He’s a turner.
- She’s out now.
— Ukraine.
- I have to.
— At the dean’s office.
- How?
— When?
— Where?
- Why?
- Which one?
— How often?
- Which tape?
Unit 1
333
- Which one?
- But who?
- Do.
- Don’t.
- Stay.
- Write.
- Phone him.
- Then take it.
- Hurry up, then.
- Repeat it, then.
miss the train.
One book is missing.
Someone’ll have to do it.
I must go now.
I’ll stop him.
What do you want me to do?
What shall I do now?
How can I get in touch with him?
It’s my book.
I’m afraid to
I don’t know this poem well enough.
What shall I do with those naughty boys? - Ignore them.
All the students are present.	- Fine!
Here’s the tape.	- Thanks.
You’ve got many mistakes in pronunciation. - Oh!
We can go now.	- Fine!
Don’t go so fast.	- Good!
We’ve got no ear-phones.	- Pity!
I’ve already cleaned the blackboard.	- Thank you, Mary.
Here’s the book.	- Thank you, Tom.
Your teacher will suggest a verbal context. You in turn respond by using:
a)
b)
e)
d)
statements, sounding final, categoric, calm, reserved;
special questions, sounding calm, serious, flat, reserved or unsym-
pathetic;
imperatives, sounding calm, unemotional, serious;
exclamations, sounding calm, unsurprised, reserved.
a)
Read the
unstressed
.Write .to
.Read ,to
.Wait .for
.Talk .to her.
.Mary can.
.Answer it.
.Certainly.
.Open it.
.Tell them .that.
.Nobody is.
following rhythmic groups. Observe quick pronunciation of
and partially stressed syllables:
her.
me.
them.
b) I can .answer you.
I can .wait .for you.
It was .wonderful.
It’s impossible.
You must .tell them .that.
He can .write .to you.
I can .give it .to them.
They must .keep it .for you.
You could .do it .for me.
334
Phonetic Practice
INTONATION PATTERN II
(LOW PRE-HEAD +) HIGH HEAD + LOW FALL (+ TAIL)
If there is only one strongly stressed syllable in the head,
the following weak syllables are pronounced on the same level
with the preceding stressed syllable.
Model:
- How much - ‘More than we can af.ford.	’ ’ ’ ’
does it cost?	______________XU
- Not '‘more than we can	’
af.ford now.	J i .||
Stress-and-tone mark in the text: H
This intonation pattern is used:
1.	In statements (final, categoric, personally involved), e.g.:
- I hate cabbage.	- ‘‘So do we .all.
2.	In special questions (serious, intense, impatient, concerned), e.g. :
- You can’t have this book.	- “‘Which one can I .have?
3.	In imperatives (serious, intense, categoric), e.g.:
- What do you think you are doing? - ‘Mind your own .business.
4.	In exclamations (emphatic, concerned), e.g.:
- He says it was your fault.	- ‘‘How .ri.diculous.
ED a) Run your eyes through the description of Intonation Pattern 11
given above.
b) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the replies.
Verba! Context
- I hate cabbage.
- I can’t bear Julia.
Response
Statement*
(final, categoric, personally
involved)
- So do I.
- Neither can I, nor can my
mother.
Unit I
335
- David’s grown a beard. - How much does it cost? - What’s the time, please?	- He has. — Five shillings. - Four o’clock./Five past ele- ven./Ten minutes to nine.
- Have you any news of Malcolm?	- He’s passed his exams./1 was talking to him yesterday. Special Questions (serious, intense, often suggesting irritation or impatience)
- Harry’s not coming to tea. - You can’t have that book. - I’m afraid I can’t do it. - I won't be able to go.	- Who is coming to tea, then? - Which one can I have? — Can’t do what? - Why ever not? Imperatives (firm, serious, pressing)
- What do you think you are doing? - I’m going to resign. - What do you want?	- Mind your own business. - Don’t be ridiculous. - Write him a letter. Exclamations (rather emphatic)
— He says it was your fault. - I’ve sprained my ankle. - Thanks awfully!	- How ridiculous! - I’ll make you a present of it.
EE a) Listen to the replies and repeat them in the intervals. Observe
high-level tone of the head. Do not forget to link the words together.
Make your voice fall on the last stressed syllable.
b) Listen to the verbal context and reply in the interval.
EE Repeat all the replies until they sound perfectly natural to you. See
that your Russian pronunciation habits do not interfere.
EE Listen to a fellow student reading the replies. Tell him what his er-
rors in intonation are.
EE Listen to your teacher reading the verbal context below. Reply by
using one of the responses. Pronounce it with Intonation Pattern 11.
Say what attitude you mean to render.
Verbal Context
- I am hungry.
- I’m not thirsty.
Response
- So am I.
- Neither are we.
336
Phonetic Practice
- I can’t translate it.
- Do you often read English
newspapers?
- When can you come?
- Where is my book?
- Where did you see him?
- What did you do on Sunday?
- When did you start
learning English?
- When can you come?
- What shall I do?
- What’s the time?
- Why are you in a hurry?
- I don’t like this film.
- Will you give me your pen?
- Pass the sugar!
- Will you go and see Helen?
- I’ve done the translation.
- I came on Tuesday morning.
- The weather is horrid.
- I’ve finished my translation.
- What shall I do with the book?
- What shall I do?
- I don’t like porridge.
- How long do you want me
to stay there?
- The doctor says it’s not serious.
- I can’t undo the door.
- How long can I have it?
- I’ll give you an interesting
book to read.
- How do you do!
- Lovely day, isn’t it?
- Here’s to you
- She asked us to tea.
- Here’s your tea.
- We’re going picnicking.
— Neither can I.
- Every chance I get.
- Any time after six o’clock.
- I think you left it on
the table.
— In Room twenty-four.
- I spent the whole day in the
park.
— I started to learn it
about three years ago.
- Whenever you invite me.
- It’s up to you.
— I suppose it’s about eleven.
- I’ve got to catch a train.
- I entirely agree with you.
— What do you want it for?
- Why don’t you say please?
— What street does she live in?
- What will you do next?
- At exactly what time?
- Then why can’t you stay?
- Now answer the questions.
— Give it back to Kitty.
- Read the first paragraph.
— Eat it up, I say.
- Stay as long as you can.
- Then don’t make so much
fuss about it.
— Try another key.
- Keep it as long as you like.
— Thanks awfully.
- How do you do!
- Isn’t it beautiful!
- Your very good health!
- How perfectly charming of her!
- What a big piece of cake
you’ve given me!
- What a pleasant surprise!
Unit I
337
EE Your teacher will suggest a verbal context. You, in your turn, replj
to it using Intonation Pattern II. The drill will continue until every
student has participated. Keep the exercise moving on rapidly. Keep
the attitude in mind.
Reference Material For The Teacher:
I.	What’s your name?
2.	How old are you?
3.	When is your birthday?
4.	How many brothers have you got?
5.	How many sisters have you got?
6.	Where do you live?
7.	Where do you come from?
8.	Where do you study?
9.	My pronunciation is not good.
10.	When can you do it?
11.	What do you think of the book?
12.	I’d like to see you tomorrow.
13.	How much have you paid for it?
14.	How long have you been there?
15.	Where do you usually rest?
EH Listen to the dialogues. Mark
rize them.
a) . A.
16.	What have you bought for lunch?
17.	My cousin is a doctbr.
18.	I don’t know this young man.
19.	I’m afraid I can’t do it in time.
20.	I'm afraid 1 don't understand you.
21.	Where have you put your bag?
22.	Why have you bought the French
newspaper?
23.	What will you wear?
24.	My mother is in St. Petersburg now.
25.	She is not in.
26.	I don’t find it easy.
27.	What is there in front of the
building?
- What’s your name?
- How old are you?
- When’s your birthday?
- How many brothers have you got?
- How many sisters have you got?
stresses and tunes. Practise and memo-
B.
- My name’s John.
- I’m thirty-five.
- On the tenth of December.
-	I haven’t got any brothers
at all.
-	Just one.
b)	A.	B.
- Stand up. What have you done? - I’ve stood up.
- Pick up your pencil. What have you - I’ve picked up my pencil,
done?
) - Give it to me. What have you done?- I’ve given it to you.
- Sit down again. What have you done?- I’ve sat down again.
c)	A.
i - Look at this picture.
P - Now look at this book.
- Look at the sun.
- - Look at me.
B.
- How beautiful!
- What a very big -one!
- Isn’t it bright!
- Oh dear!
338
Phonetic Practice
Listen to the following sentences and read them using Intonation Pat-
tern II. Observe quick pronunciation of unstressed syllables. Concen-
trate your attention on rhythm and intonation.
Can anyone tell me the time?	What do you want me to do?
Does anyone know the time?	What do you want to do?
Does anyone know Tom?	What do you want done?
I’m going to town for the day.	Tom’s got a better idea.
I’m going to town today.	Tom’s got a better plan.
I’m going to town now.	Tom’s got a good plan.
EE Practise and memorize. Concentrate your attention on the rhythmic
organization of the rhymes.
The House That Jack Built
1.	This is the house that Jack built.
2.	This is the corn that lay in the house that Jack built.
3.	This is the rat that ate the corn that lay in the house that Jack
built.
4.	This is the cat that killed the rat that ate the corn that lay in
the house that Jack built.
5.	This is the dog that worried the cat that killed the rat that ate
the corn that lay in the house that Jack built.
6.	This is the cow with the crumpled horn that tossed the dog that
worried the cat that killed the rat that ate the corn that lay in
the house that Jack built.
7.	This is the maiden all forlorn that milked the cow with the
crumpled horn that tossed the dog that worried the cat that killed
the rat that ate the corn that lay in the house that Jack built.
8.	This is the man all tattered and torn that kissed the maiden all
forlorn that milked the cow with the crumpled horn that tossed
the dog that worried the cat that killed the rat that ate the corn
that lay in the house that Jack built.
9.	This is the priest all shaven and shorn that married the man all
tattered and torn that kissed the maiden all forlorn that milked
the cow with the crumpled horn that tossed the dog that worried
the cat that killed the rat that ate the corn that lay in the house
that Jack built.
10.	This is the cock that crowed in the morn that woke the priest all
shaven and shorn that married the man all tattered and torn that
kissed the maiden all forlorn that milked the cow with the crum-
Unit I
339
pled horn that tossed the dog that worried the cat that killed the
rat that ate the corn that lay in the house that Jack built.
11.	This is the farmer who sowed the corn and owned the cock that
crowed in the morn that woke the priest all shaven and shorn
that married the man all tattered and torn that kissed the maiden
all forlorn that milked the cow with the crumpled horn that
tossed the dog that worried the cat that killed the rat that ate
the corn that lay in the house that Jack built.
D. INTONATIONAL STYLES PRACTICE
S3 Memory work. Listen to the poem “Born Yesterday” by Dylan Thomas.
Mark stresses and tunes. Underline the rhythmic groups. Memorize
the poem.
Born Yesterday
For Sally Amis
Tightly-folded bud,
Г have wished you something
None of the others would:
Not the usual stuff
About being beautiful,
Or running off a spring
Of innocence and love -
They will all wish you that,
And should it prove possible.
Well, you’re a lucky girl.
But if it shouldn’t then
May you be ordinary;
Have, like other women.
An average of talents:
Not ugly, not good-looking.
Nothing uncustomary
To pull you off your balance.
That, unworkable itself.
Stops all the rest from working.
In fact, may you be dull -
If that is what a skilled.
Vigilant, flexible
Unemphasised, enthralled,
Catching of happiness is called.
SI a) Listen to the humorous story. Mark stresses and tunes in the test.
Balzac As a Handwriting Expert
Balzac, the famous French writer, was a man of great talent. But
he himself was proud of his ability to tell a person’s character by his
or her handwriting. He often told his friends that he could tell any-
body’s character exactly by his handwriting.
One day a woman friend brought him a young boy’s exercise
book. She said that she wanted to know what Balzac thought of the
boy’s character.
Balzac studied the handwriting carefully for a few minutes. The
woman, however, told him that the boy was not her son and that he
might tell her the truth..
340
Phonetic Practice
“All right,” said Balzac. “I shall tell you the truth.” And he said
that the boy was a bad, lazy fellow.
“It’s very strange ” said the woman smiling. “This is a page from
your own exercise book, which you used when you were a boy.”
b) Read the text.
F71 a) Now listen to the reproduction of the story. Mark stresses and tunes.
b) Reproduce the story in your own words. See the model below.
Retelling
Er... the famous French novelist Balzac was a very talented man.
But he himself, er... set great store by his, er... ability to read a per-
son’s character by his or her handwriting. He often told his friends
that he could do this no matter what handwriting he saw. So a
friend of his, a woman, er... brought him an exercise book, a boy’s
exercise book, and she said she wanted to know what Balzac thought
of the writer. She also told him that as the boy wasn’t her son, er...
Balzac could be quite frank. Balzac looked at the handwriting care-
fully. “All right,” he said, “I’ll tell you what I think.” And he said
that the boy was lazy and naughty. “That’s very odd,” said the wom-
an with a smile. “This handwriting comes from a page in your own
exercise book which you wrote in when you were a boy yourself.”
UNIT II
A. TEXT-BASED PHONETIC EXERCISES
Q Listen to the tape that goes with the text of Unit II. Pay attention
to the delimitation of the text and the accentuation of information
centres. Mark the stresses and tunes. Prepare the text for reading.
EJ Practise the sounds in the following words and phrases.
[i] will, system, a brick-built villa, kitchen, which, little, ring, win-
dow, inner, electricity
[i:] chief, mean, between, seaward, these, indeed, heating
[e] end, den, next, red, bell, except, bedroom, empty
[ae] damp, gas, mechanical, back, sagging, peculiarity, handle
[з:] first, external, internal, furnished
[л]	Shruff, running, upstairs, front, one
[a:]	facade, dark, brass, sparcely
[u]	cooking, look
[u:]	room, bamboo, two
[n]	on, long
[□:]	called, small, drawing-room
[ei]	situation, isolated, fireplace, table	%
[ai]	describe, isolated
[au]	house, downstairs
[эи]	window, whole
Loss of plosion:
•	front^dpor	•	and bamboo	chair • but no
•	brick-built	•	groundjjoor
•	nextjp it	•	first floor
Alveolars replaced by dentals:
•	and the situation	•	on the first floor
•	in the kitchen	•	between the front room
•	on the ground floor	•	in the upstairs one
342
Phonetic Practice
Pronunciation of the linking |r]:
•	thege is, a good fireplace
•	there is^an old-fashioned me-
chanical front door bell
•	there is an inner room
-----------'
•	except for a large sagging sofa.
2 Transcribe the following phrases, mark the stresses and tunes.
1.	I will now describe the house.
2.	It is damp and the situation is isolated.
3.	The facade of the house looks onto the road.
4.	Here there is a good fireplace and also a bamboo table and
bamboo chair.
5.	The chief peculiarity of the house is that on the ground floor
and on the first floor there is an inner room.
6.	The whole house is indeed sparsely furnished.
Listen to the tape that goes with the dialogues of Unit II. Pay at-
tention to the delimitation of the dialogues and the accentuation of
information centres. Mark stresses and tunes. Prepare the dialogues
for reading.
Practise the sounds in the following words and phrases.
[]	it, ring, fix, things
[i:]	green, week, evening, key
[e] rent, friend, cheque, get, remember, eleven, let, them, bed
[ге]	hand, glad, have
[з:]	thirty, turn
[a:]	advance, bath
[u|	pull, put, good
[u:J room, shoes, too, include, use, do
[ei]	take, make, able, late
[□:]	before, morning, talk, door
Loss of plosion:
•	I hope you don’t_get in too
late Jtt_njght
Alveolars replaced by dentals:
•	uge th,e telephone
•	in the rent
•	in the morning or in the evening
•	turn them out by the evening
ouJ b,y the evening
I don’|_rrjind
•	at th.e moment
•	hand the key over
•	use the telephone
Unit II
343
Pronunciation of the linking [r]:
•	after ejeven-thirty	• in the morning or in the evening
•	baths are included in the rent • before I hand the key over
Q Transcribe the following phrases, mark stresses and tunes. Intone them.
I.	That’s all right, Mrs. Green, my friend is putting me up at the
moment.
2.	But I’d like to take the room now.	.
3.	Good. I’ll take a bath in the morning or in the evening.
4.	Can I have my friends up?
5.	And I’m glad that I can fix you up.
6.	I’m glad we’ve been able to talk things over.
B. FURTHER SOUND PRACTICE
The Vowel [ae]
□	Listen and repeat:
	pen - pan	said	-	sad	pet - pat men - man	gem	-	jam	bed - bad	* apple	jacket	Alice	lavatory perhaps	black	slacks	Allen	travelling passenger	Anne	Miss Bradley handbag hijacker	Amsterdam	camera	left hand
0	Listen to the following dialogue. Mark stresses and tunes. Memorize the dialogue. A Bad Hijacker
Hostess Bradley: Alice! Perhaps that passenger is a hijacker!
Hostess Allen: Which passenger, Anne? That sad man with the
camera? He’s wearing black slacks and a jacket.
Hostess Bradley: No. That fat lady with the big black handbag in
her hand.
Hostess Allen: Is she standing next to the lavatory?
Hostess Bradley: Yes. She’s travelling to Amsterdam.
Hostess Allen: You’re mad, Anne. I don’t understand.
Hostess Bradley: You see, when she went into the lavatory, she didn’t
have that handbag in her hand, and now she’s ...
Fat Lady: (clapping her hands) Everybody stand! I’m a hi-
jacker. And in this handbag I have a ... Bang!
344
Phonetic Practice
Q Read and learn the following
1. That’s the man who sat on
2. Once there lived a lad 3.
Who was always very sad.
For he hadn’t any mother
And he hadn’t any dad.
phrases, proverbs and rhymes:
my hat in the tram.
Where are you going to, my little cat?
I’m going to town to buy a hat!
What! A hat for a cat? A cat in a hat?
Whoever saw a cat in a hat?
The Vowel [e]
ГП Listen and repeat:			
any	Ellen	shelf	America
everybody	spend	ten pence	expensive cigarettes
everything	friend	Jenny	help yourself
Eddie	left	jealous	
Ш Listen to the dialogue. Mark stresses and tunes. Memorize the dialogue.
Eddie: Hello, Ellen! Hello, Ben! Hello, Jenny!
Ben: Hello, Eddie. How did you spend your holiday?
Eddie: I went to America with a friend.
Everybody Well!
Ellen: We’re all jealous.
Ben: Was it expensive?
Eddie: Yes, very. I’ve spent everything.
Jenny: Haven’t you any money left?
Eddie: Yes, Jenny. Ten pence!
[E	Practise the following sets of words and make sure that each word really sounds different:		
	ten	-	tan	sex bet	-	bat	dead pen	-	pan	mesh	- sacks - Dad - mash	bed - bad hell - Hal net - gnat
EE	Read and learn the following phrases, proverbs and rhymes.		
i.	Get ten eggs ready for breakfast. 3		East or west home is best
2.	Every day in every way the	4	All is well that ends well
	weather is getting better and	5.	Better late than never.
	better	6	Health is above wealth.
Unit II
345
The Diphthong |ei]
EE Listen and repeat.
hey say Mr. Grey may	they today railway made	afraid train timetable ages	changed late waiting eighty-eight	station Baker Street April
EE Listen to the following the dialogue.		dialogue. Mark stresses and		tunes. Memorize
	At the	Railway	Station	
{Mr. Grey is waiting at the railway station for a tram)
Mr. Grey: Hey! This train’s late. I’ve been waiting here for ages.
Porter: Which train, sir?
Mr. Grey: The 8.18 to Baker Street.
Porter: The 8.18? I’m afraid you’ve made a mistake, sir.
Mr. Grey: A mistake? My timetable says: Baker Street train - 8.18.
Porter: Oh no, sir. The Baker Street train leaves at 8.08.
Mr. Grey: At 8.08?
Porter: You see, sir, they changed the timetable at the end of
April. It’s the first of May today.
Mr. Grey: Changed it? May I see the new timetable? What does it say?
Porter: It says: Baker Street train - 8.08.	«
Mr. Grey: Hm! So the train isn’t late I’m late.
Ш Listen and repeat.
1.	It’s the eighth of May.
2.	Yes, it’s Mrs. Grey’s birthday today.
3.	Yes, she’s eighty-eight.
4.	Yes, and she’s going away for a holiday.
5.	That’s right. And she’s going by plane.
6.	Well, it’s a bit dangerous at her age, but she wants to go to Spain.
7.	That’s right. Why don’t you go with her?
EQ Read and learn the following rhymes, the limerick and the poem:
The Queen of Hearts,	The Knave of Hearts,
She made some tarts,	He stole those tarts,
All on a summer’s day;	And took them clean away
346
Phonetic Practice
I saw a ship a-sailing,
А-sailing on the sea;
And, oh. It was all laden
With pretty things for thee.
There were comfits in the cabin,
And apples in the hold.
The sails were all of silk.
And the masts were made of gold
The four-and-twenty sailors
That stood between the decks.
Were four-and-twenty white mice
With chains about their necks.
What are little boys made of, made of;
What are little boys made of?
“Snaps and snails, and puppy-dog’s tails;
And that’s what little Coys are made of, made of”
What are little girls made of, made of;
What are little girls made of?
“Sugar and spice, and all that’s nice;
And that’s what little girls are made of, made of.”
* ♦ *
There was a young man from Crail,
Who decided to ride on a whale,
When he got on its back,
It gave him a crack,
With a flap on the end of its tail.
The Consonant [t]
EE Listen and repeat:
tin	hat	restaurant	student
top	coat	photograph	let
tennis	skirt	fourteen	lift
tell the time	shirt	thirteen	left
ten to ten	cricket	pretty assistant	first
telephone	• bat	upstairs	basement
travel	hats	bootlace	department store	cricket bats
try	coats	bottle	want some	first floor
Unit II
347
lavatory twenty twins	shirts	little	first man	fruit	juice skirts	gentleman	hot meal	light	bulbs exactly	restaurants
ГН Listen to	the following dialogue. Mark stresses and tunes. Memorize it. In a Department Store
Pretty girl:	I want to buy a hat/skirt/coat/shirt
Assistant:	Hats/Skirts/Coats/Shiits are upstairs on the next/first floor
Fat man	Where can I get a hot meal7
Assistant:	The restaurant/cafeteria is on the thirteenth floor.
Little girl:	I want to buy some bootlace/light bulbs/bottles of juice fruit.
Assistant:	They are in the next counter on your left, dear.
Tall lady:	I want some tins of steak/tomato paste.
Assistant: Try the supermarket in the basement.
Gentleman: Could you tell me where the travel agency/lavatory is?
Assistant: It’s right next to the cafeteria/restaurant on the thir-
teenth floor.
Student: I want to buy a football/cricket bat/tennis racquet.
Assistant: Take the lift to the sports department. It’s on the top/
fourteenth floor.
.Little boy: Could you tell me where the telephone is?
Assistant: It’s on the twelfth floor opposite the photographer’s.
Twins: Could you tell us the time, please?
Assistant: Yes. It’s exactly twenty-two minutes to ten.
Read and learn the following rhymes:
Twelve	Cans of Tuna	Fish
Twelve	cans! Twelve cans!	
Twelve	cans of tuna fish.	
Twelve	cans. How many cans?	
Twelve, twelve.
Did you say twelve?
Yes, I said twelve.
Twelve cans of what?
Twelve cans of fish.
Twelve cans of fish?
Yes, fish, yes, fish.
What kind of fish?
Tuna, tuna.
348
Phonetic Practice
Twelve cans of tuna fish?
Yes, twelve cans.
Oh, my goodness!
No wonder she’s fat!
How often does she eat
those twelve cans of tuna?
How often does she eat
those twelve big cans?
Every night, every night.
She eats twelve cans of tuna fish
every night.
You are kidding!
Oh, my goodness!
No wonder she is fat!
That’s a lot of tuna.
It sure is!
That’s too much tuna, if you ask me.
It sure is! It sure is!
Twelve cans of tuna is a lot of fish
if you ask me, if you ask me.
It sure is!
It sure is!
The Consonant Id]
EH	Listen and repeat.
	do	told	did	Sidney date	tried	David	didn’t Daisy	rained	Donald	cards darling	stayed	decided	bad cold dancing	studied	damaged	children repaired	good-bye tore - door	cart - card	train - drain tarts - darts	write - ride	trunk - drunk
	Listen to the following dialogue. Mark stresses and tunes. Read, memorize and dramatize it. A Damaged Telephone
Daisy:. Dunston 238282.
Donald: Hello, Daisy, this is Donald.
Daisy: Oh, hello, darling.
Donald: What did you do yesterday, Daisy? You forgot our date,
didn’t you?
Unit II
349
Daisy: Well, it rained all day, Donald, and I have a bad cold, so I
decided to stay at home.
Donald: Did you? I telephoned you twenty times and nobody arf-
swered.
Daisy: Oh, the telephone was damaged. They repaired it today.
Donald: What did David do yesterday? Did he and Dolly go danc-
ing?
Daisy: No. They stayed at home and played cards with the chil-
dren
Donald: And what did you do? Did you play cards too?
Daisy: No, Sidney and I listened to the radio and studied. What
did you do yesterday, Donald?
Donald: I’ve just told you, Daisy. I tried to phone you twenty times.
ГЯ Listen and repeat.
played	brushed	waited
cleaned	laughed	painted
showed	pushed	shouted
closed	watched	wanted
filled	danced	landed
studied	walked	departed
m Listen to the following rhyme. Concentrate on the pronunciation of
the sound |d|.
Do You Know Mary?
Do you know Mary?
Mary who?
Mary McDonald.
Of course I do.
Do you know her little brother?
Yes, of course I do.
I know her brother and her mother
and her father too.
Do you know her elder sister?
Yes, of course I do.
I know her elder sister, Betty,
and her younger sister, Sue.
Do you know her Aunt Esther?
Yes, of course I do.
I know her aunts and uncles
and her cousins too.
350
Phonetic Practice
Do you know her husband Bobby?
Yes, of course I do.
I know her husband and his brother
and his father too.
The Consonant [n]
Listen and repeat:
noise morning rent agency	mine nine comb cone	apartment unfurnished inexpensive month	Northern Avenue central London ninety-nine
oven		station	garden
often		accommodation	kitchen
seven		television	Mason
eleven		prison	certainly
Listen to the following dialogue. Mark stresses and tunes. Transcribe
the dialogue. Read and memorize it.
At an Accommodation Agency
Mr. Mason: Good morning. I want an apartment in central London
Manager: Certainly, sir. How much rent did you want to pay?
Mr. Mason: No more than twenty-seven pounds a month.
Manager' Twenty-seven pounds a month? We don’t often have
apartments as inexpensive as that. We have one apart-
ment for twenty-nine pounds a month in Northern Ave-
nue. It’s down near the station.
Mr. Mason: Is it furnished?
Manager: No. It’s unfurnished. The kitchen has no oven. It’s for-
bidden to use the garden. No friends in the apartment
after eleven in the evening. No noise and no television
after deven in the evening. No ...
Mr. Mason: No, thank you! I want an apartment, not a prison!
ES Read and learn the following rhymes.
Sneeze on a Monday, sneeze for danger;
Sneeze on a Tuesday, kiss a stranger;
Sneeze on a Wednesday, get a letter;
Sneeze on a Thursday, something better;
Sneeze on a Saturday, see your sweetheart tomorrow
Unit II
351
C. FURTHER INTONATION PRACTICE
INTONATION PATTERN III
(LOW PRE-HEAD +) FALLING HEAD + LOW FALL (+ TAIL)
Model:
Have you got any news of Mary?
I '‘haven’t 'seen her since .Sunday.
EE Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
Verbal Context
- When can you come?
- What can I do for you?
- Why didn’t the guard let
you in?
When am I to expect you?
- I’m afraid I’ve broken the
vase,
- I’m terribly tired.
- I’ve lost my handbag.
- What was that you said?
- He’s promised to ring you up.
Response
Statements
(categoric, final, considered)
As soon as the weather improves.
I want a ticket for Birmingham,
please.
He said he couldn’t let me in with-
out a pass.
Some time towards the end of the
next week./Soon after half past five.
Special Questions
(serious, responsible, intense, often suggest-
ing irritation or impatience)
Why can’t you leave these things
alone?
Why don’t you leave it till tomor-
row morning?
When are you going to learn to be
more careful?
When are you going to visit your
parents?
Why didn’t you say so before?
- What shall I tell John?
Imperatives
(firm, serious. pressing)
- Ask him to come as soon as he is free/
Tell him exactly what you think
about it.
352
Phonetic Practice
- What shall I do after tea?
- Shall I memorize it?
Take the cups into the kitchen and
wash them up.
Study the whole dialogue carefully
first.
- Hello, Jane!
- So sorry he’s left.
- I really wanted so much to see
her.
- What nasty weather we are
having!
Exclamations
(rather emphatic)
It’s so very nice to see you, Harry!
What a pity we didn’t ring sooner!
Such a pity you didn’t come a bit
earlier.
Fancy such a day in July!
Listen to the replies and repeat them in the intervals. Pronounce un-
stressed syllables in the pre-head as low as possible. Make the
stressed syllables of the head carry the pitch lower. Do not forget to
link the words together. Make your voice fall on the last stressed
syllable. Listen to the verbal context and reply in the intervals.
INTONATION PATTERN IV
(LOW PRE-HEAD +) STEPPING HEAD + LOW FALL (+ TAIL)
Model: - Why did you leave so soon?
- '‘Alice was beginning to
'get very .tired. 
The stepping head makes the utterance more weighty.
EQ Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the reply.
Verbal Context
Response
— Have you any news of Mai—
colm?
- I shall miss him terribly. -
Statements
(final, categoric, considered, weighty)
We haven’t heard from him for
ages./Tom and I have just been to
see him in hospital.
I firmly believe you’ll be better off
without him./It’s much too late to
have any regrets now.
Unit II
353
- How did you spend the
morning?
- I stayed in bed until nearly lunch
time./I went to see my brother in
Kensington.AVe spent the whole morn-
ing in Hyde Park and Green Park.
- I shan’t be able to go.
- I’ve lost my handbag.
- Good morning, Madam.
- In a quarter of an hour’s
time.
Special Questions
(serious, responsible, intense, weighty, often
suggesting irritation or impatience)
— For heaven’s sake why not?
— What are you going to do about it?
- When does the next train for Lon-
don leave?
- What’s the price of a single first
class ticket?
- How many pencils do you —
want?
- The answer to the first sum -
is six.
What shall I do with my -
boots?
-	What do you want me to	-
do'?
-	Here are the magazines.	-
-	Shall I read the words?	-
-	My daughter asks me for	-
permission to visit you.
- I’ll make you a present of it. -
- Fine day, isn’t it?	-
- There’s a letter for you, -
Mary!
- I’m going on a voyage -
round Europe.
Imperatives
(firm, serious, pressing, weighty)
Buy me half a dozen, please.
Have a go at the next one./See if
you can do the second one more
quickly.
Take them into the kitchen and
clean them./Put them away tidily in
the cupboard under the stairs. '»
Read the paragraph beginning at the
bottom of the next page but one.
Don’t put them all oh my,table.
Be careful to pronounce distihctly
the word thirteen.
Let your daughter come here and
stay with us on Sunday.
Exclamations
(weighty, rather emphatic)
Thank you very much!/Thank you
very much indeed!
What lovely weather we are having
today!
Thank you very much indeed, Mrs.
Brown.
What an extraordinary piece of
luck!
ES a) Listen to the replies and repeat them in the intervals.
b) Listen to the verbal context and reply in the intervals.
354
Phonetic Practice
FF1 Listen to the following part of a lecture. Concentrate on the intona-
tion pattern described in it.
A	How do you think we ought to start?
B.: My idea is this. Suppose we just say a few ordinary sentences.
After that we’ll go back again and notice how we’ve said them,
and what sort of tunes we’ve used, and then we’ll try to make
some clear and general rule about them.
A.: Yes, that’s a good idea. Now the first thing I said was this:
How do you think we ought to start? I wonder if the listeners
can hear the tune? How do you think we ought to start?
B.: You see, listeners, that sentence starts on a fairly high note and
it continues on that same note until it reaches the word ought.
Just listen. How - How do you think we — How do you think ire
ought to start? Like	that, you see. The word	ought is said	on a
slightly lower note,	and the sentence continues	on that	lower
note until it gets to	the very last syllable
A.: How do you think	we ought to start? How	do	you think we
ought to start?
B.: Again, you see, the word start is on a slightly lower note and
not only that, it falls as you say it: start - start.
A.: Yes, it does. It falls right down to the bottom of my voice, lis-
ten: How do you think we ought to start? How do you think we
ought to start?
В So the sentence is really in three parts, corresponding to the
number of stressed syllables: how followed by four weak sylla-
bles; then ought followed by one weak syllable; and lastly start.
followed by nothing at all
A.: How do you think we - ought to - start?
B. We can make a good rule out of that. In sentences like this,
the first stressed syllable and any weak, or unstressed syllables
following it, are said on a fairly high note; the second stressed
syllable, and any more weak syllables after that, are said on a
slightly lower note, and the same with the third, and the fourth,
and so on, until you come to the last stressed syllable of all.
which not only begins on a lower note than the previous one,
but also falls right down until it can scarcely be heard at all.
Well, now we must go back to the beginning, and see if our
rule works for some of our other sentences.
(From: A Course of English Intonation by J. D. O’Connor)
FF] Make up your own lecture on the pattern The Falling Head + Lon-
Fall (+ Tail).
Unit II
355
ACCIDENTAL RISE
Model:	- Tom 'Brown is the rbest 'pupil in		,class.
		 -	>			
If the speaker wants to make one word of the descending
head more prominent than the others he pronounces it a little
higher than the preceding syllables thus breaking their de-
scending succession. This nonfinal rise is called accidental. It
never occurs on the first stressed syllable as this syllable is al-
ways the highest in the descending head
EE Listen carefully to the following sentences. Concentrate your attention
on Accidental Rise:
1.	In spring Nature awakens from her long winter sleep.
2.	The trees are filled with new life.
3	The earth is warmed by the rays of the sun
4	The weather gets gradually milder.
5.	The fields and the meadows are covered with fresh green grass.
6.	The woods and forests are filled with the songs of the birds.
7.	When winter comes, we’re obliged to spend more time indoors.
8.	There’s a bus stop just over there.
9	Then he has to take great care of the young animals.
10.	I should say that football is one of the most popular sports in
Great Britain.
11.	He sat thinking of his own children.
12.	The scientist is known all over the world.
13.	Mary’s umbrella is quite spoilt.
14.	Ann was wearing a charming blue hat
Listen to the same sentences and repeat them in the intervals. Make
your voice go up a little on the word you want to make more
prominent. Imitate the intonation on the tape.
EE Read the following sentences using Accidental Rise on the words in
bold type. Do not forget to link the words together.
1.	I suppose it couldn’t possibly happen again.
2.	I’m sorry I couldn’t quite make out what you were saying.
3.	My husband often does the washing up for me
4.	We went for a day’s walk in the forest in spite of the rain.
5.	I’m reading a most interesting book by a new writer just now.
356
Phonetic Practice
6.	You have not given me a satisfactory explanation of your strange
behaviour.
7.	We hope to move into our new house before the month is out.
8.	George plays football every Saturday afternoon.
9.	I have an English lesson every day.
10.	I haven’t seen her for a long time.
11.	The doctor says she must stay in bed for two or three days.
12.	Tom Brown is the best pupil in his class.
D. INTONATIONAL STYLES PRACTICE
Efl Listen carefully to the story. Mark the stresses and tunes. Underline
the informational centres. Read and narrate the story according to
the model.
An American and a Scotsman
An American and a Scotsman were discussing the cold experienced
in winter in the North of Scotland. “Why, it’s nothing at all compared
to the cold we have in the United States,” said the American. “I can
recollect one winter when a sheep jumping from a hillock into the field
became suddenly frozen on the way and stuck in the air like a mass of
ice ” “But, man,” exclaimed the Scotsman, “the law of gravity wouldn’t
allow that.” “I know that,” said the American “But the law of gravity
was frozen, too.”
Reproduction
The American ... was talking about the cold weather - er... in the
North of Scotland. And he wanted to tell the Scotsman that even
though they had cold weather, in America they still had colder weather.
Because, usually, the Americans like to think that they’ve got the big-
gest and the coldest and the best of everything. So - er.. he told the
Scotsman that one day it was so cold that he saw a sheep jump up in
the air and become suddenly frozen on the way like a block of ice
The Scotsman didn’t believe him. He thought he was exaggerating. So
he said: “How could it stay there, and not fall down?” The American
was very clever and very quick, so he said that the law of gravity was
frozen, too.
UNIT III
A. TEXT-BASED PHONETIC EXERCISES
Listen to the tape that goes with the text of Unit III. Pay attention
to the delimitation of the text and the accentuation of information
centres. Mark stresses and tunes. Prepare the text for reading.
Practise the sounds in the following words and phrases:
[э]	foreign, visitor, over, about, random, further, confuse, dif-
ferent, breakfast, overtaken, century, dinner, today, supper,
o’clock, and to move them about
[з:] work, thirsty
[эи] over, shown, social, overtaken
No devoicing before voiceless consonants:
called teatime
Loss of plosion:
greaf mistakes
called lunch
• families have
• called supper
•	and tp move
•	called teatime
•	different names
Alveolars replaced by dentals:
about thy day • in the morning
ip the afternoon
• fourteenth
Pronunciation of the linking [r]:
for a lunch break
Absence of glottal stop:
is one
to confusg outsiders
and part^of the country
can be eaten at any time
but outside
•	tp a foreign visitor
•	tp each
•	was once taken at 5 o’clock in the
morning
•	an^_ypper classes
358
Phonetic Practice
E Transcribe the following phrases. Mark stresses and tunes. Intone
them.
I.	It has thus overtaken dinner.
2.	Over the centuries, the British have shown a tendency to name
and rename their meals.
3.	In the 14th century, supper was at 4 o’clock, which is now called
teatime.
2 Listen to the tape that goes with the dialogue of Unit III. Pay atten-
tion to the delimitation of the text and the accentuation of information
centres. Mark stresses and tunes. Prepare the dialogue for reading.
0 Practise the sounds in the following words, word combinations and
phrases.
[э] waiter, over, recommend, afraid, potatoes, salmon, went to
a small town
[з:] serve, first, sir
[эо| hotel, know, over, roast, don’t suppose. Dover, sole
No devoicing before voiceless consonants:
• his chief • waiter’s coming
• to lose some weight
Loss of plosion:
•	went to
•	I don’t Ijke
•	you like to order
•	roasf beef
Alveolars replaced by dentals:
•	and they had
•	at this time
•	in the hotel
•	on the market
recommend thy roast beef
Pronunciation of the linking |r|:
• somewhere else
• for our order •
I m sure it is •
never eat
No glottal stop:
•	chief engineer
•	we eat
•	to order
•	I’m afraid
•	to a small town
•	there isn’t anywhere else_in this town
•	haven’t got^any
•	on the market at this time
Unit III
359
J Transcribe the following phrases. Mark stresses and tunes. Intone
them.
1.	Very few hotels like this serve good food.
2.	Good evening.
3.	I don’t like roast beef.
3.	I have roast beef.
4.	I’m afraid we haven’t got anything else, sir.
5.	Yes, some Scotch salmon, please.
B. FURTHER SOUND PRACTICE
The Vowel [a]
Listen and repeat:
a photograph of Barbara
a glass of water
It’s six o’clock.
It’s a quarter to seven.
a pair of binoculars
a photograph of her father and mother
a book about South America
Q Listen to the following story. Mark stresses and tunes. Transcribe'it.
Memorize and dramatize the dialogue.
Barbara spent Saturday afternoon looking at a beautiful book
about South America.
“I want to go to South America,” she said to herself. The next
morning, when Barbara woke up it was six o'clock, and her brother
and sister were asleep. Barbara looked at them and closed her eyes
again.
Then she quietly got out of bed and started to pack her suitcase.
She took some comfortable clothes out of the cupboard. She
packed a pair of binoculars and her sister’s camera. She packed a
photograph of herself and one of her mother and father
“I mustn’t forget to have some breakfast,” she said to herself
But then she looked at the clock. It was a quarter to seven.
“I’ll just drink a glass of water,” she said
“A glass of water,” she said.
“Water,” she said, and opened her eyes. She was still in her bed,
and her brothers and sisters were laughing at her.
“Tell us what you were dreaming about,” they said to her. But
Barbara didn’t answer. She was thinking about the wonderful journey
to South America.
360
Phonetic Practice
Read and learn the following proverbs and rhymes.
•	Great barkers are no biters.
•	We never know the value of water till the well is dry.
Monday’s child is fair of face.
Tuesday’s child is full of grace.
Wednesday’s child is full of woe.
Thursday’s child has far to go.
Friday’s child is loving and giving.
Saturday’s child works hard for its living.
But the child that is born on the Sabbath Day
Is bonny and wise and good and gay.
The Vowel [з:]
Ш Listen and repeat:
er	Thursday	weren’t	dirty	nurse	sir	Herbert
Colonel	Burton	curse	early	Sherman	worst	skirts
work	world	Turner	thirsty	shirts	nurses	
Ш Listen to the following dialogue. Mark stresses and tunes. Transcribe
the dialogue. Memorize and dramatize it.
The Worst Nurse
Sir Herbert: Nurse!
Colonel Burton: Nurse! I’m thirsty!
Sir Herbert: Nurse! My head hurts!
Colonel Burton: NURSE!
Sir Herbert: Curse these nurses!
Colonel Burton: Nurse Sherman always wears such dirty shirts.
Sir Herbert: And such short skirts.
Colonel Burton: She never arrives at work early.
Sir Herbert: She and ... er ... Nurse Turner weren’t at work on
Thursday, were they?
Colonel Burton: No, they weren’t.
Sir Herbert: Nurse Sherman is the worst nurse in the ward, isn’t
she?
Colonel Burton: No, she isn’t. She is the worst nurse in the world!
EE Read and learn the following proverbs and rhymes:
•	First come, first served.
•	It’s the early bird that catches the worm.
Unit III
361
•	A light purse is a heavy curse.
•	A bird in hand is worth two in the bush.
•	Early to bed, and early to rise
Makes a man healthy, wealthy and wise.
* * *
There was a little girl
And she had a little curl
Right in the middle of her forehead.
When she was good she was very very good
But when she was bad she was horrid.
The Diphthong |эо|
E	Listen and repeat:			Joe know nose groans	joking	closed go	woke throw hello
	oh ago snow don’t	Jones coat no window	over Joan October OK		
EE	Listen to the following the dialogue. Memorize S n о		dialogue. Mark stresses and dramatize it. w in October		and tunes. Transcribe
(Joe Jones is sleeping, but Joan woke up a few minutes ago.)
Joan: Joe! Joe! JOE! Hello'
Joe: (groans) Oh! What is it, Joan?
Joan: Look out of the window.
Joe: No. My eyes are closed, and Гт going to go to sleep again.
Joan: Don’t go to sleep, Joe. Look at the snow!
Joe: Snow? But it’s only October. I know there’s no snow.
Joan: Come over to the window, Joe.
Joe: You’re joking, Joan. There’s no snow.
Joan: OK. I’ll put my coat on and go out and make a snowball
and throw it at your nose, Joe Jones!
E Read and learn the following phrases and rhymes:
•	A minute ago he spoke to Mr. Snow over the phone.
•	Don’t poke your nose into things you don’t know.
•	When in Rome do as the Romans do.
•	No smoke without fire.
362
Phonetic Practice
There was an old man with a nose
Who said: “If you chose to suppose
That my nose is too long,
You are certainly wrong!”
That remarkable man with a nose.
Roadways
by John Masefield
One road leads to London,
One road runs to Wales,
My road leads me seawards
To the white dipping sails.
One road leads to the river
As it goes singing slow.
My road leads to shipping
Where the bronzed sailors go.
My road calls me, lures me
West, east, south and north.
Most roads lead men homewards,
My road leads me forth.
The Consonant Ik]
QQ Listen and repeat:				
dark	quick	likes	forks	exciting
cricket	clock	quickly	talks	expensive
excuse me	six	clever	question	quiet
clocks	cakes	next	cream	thank you
Ш Listen to the following dialogue. Mark stresses and tunes. Transcribe
the dialogue. Memorize and dramatize it.
The Cuckoo Clock
Mrs. Cook: Mrs. Clark: Mrs. Cook: Mrs. Clark: Mrs. Cook: Mrs. Clark:	Would you like some cream in your coffee, Mrs. Clark? No, thank you. But I'd like a little milk. Would you like some chocolate cakes? Thank you. Take two. Here’s a cake fork, and here’s a ... Excuse me, Mrs. Cook. But what’s that next to your bookshelf? Is it a clock?
Mrs. Cook: Mrs. Clark: Mrs. Cook:	Yes. It’s an American cuckoo clock. Is it plastic? Oh, no, Mrs. Clark. It’s a very expensive clock. It’s an electric clock.
Mrs. Clark:	Well, it’s exactly six o’clock now, and it’s very quiet. Doesn’t it say “cuckoo”?
Unit III
363
Mrs. Cook: Of course, Mrs. Clark. Look!
Clock: Cuckoo! Cuckoo! Cuckoo! Cuckoo! Cuckoo! Cuckoo!
Mrs. Clark: How exciting! What a clever clock!
Clock: Cuckoo!
EE Read and learn the following phrases:
•	If we keep quiet we may be lucky to see the cuckoo.
•	Take care not to make many mistakes when you bake those cakes
	The Consonant [g]		
	Listen and repeat:		
	give	Margaret	Craig again	beginning	telegram good	guests	get dog	go	garden	August Greg glad together	gun guitar Greek England
EE	Read and learn the following phrases	and rhymes:	
• •	That’s really a grand gossip. If you go digging in the garden, • grey gloves.	don't forget to	get your old
To market, to market, to buy a fat pig.
Home again, home again, jiggety-jig,
To market, to market, to buy a fat hog,
Home again, home again, jiggety-jog.
Georgie Porgie, pudding and pie,
Kissed the girls and made them cry.
When the boys came out of play,
Georgie Porgie ran away.
The Consonant [rjJ
EH Listen and repeat:
pink	angrily	standing	string	bringing
think	Mr. King	happening	running	banging
drink	Mr. Pring	strong	ringing	hanging
finger	morning	something	singing	
364
Phonetic Practice
F71 Listen to the following dialogue. Mark stresses and tunes. Transcribe
the dialogue. Memorize and dramatize it.
Noisy Neighbours
Mr. Pring: (angrily) Bang. Bang. Bang. What are the Kings doing at
seven o’clock on Sunday morning?
Mrs. Pring: Well, Mr. King is singing.
Mr. Pring: Yes, but what’s the banging noise?
Mrs. Pring (looking out of the window) He’s standing on a ladder
and banging some nails into the wall with a hammer.
Now he’s hanging some strong string on the nails.
Mr. Pring: And what’s Mrs. King doing?
Mrs. Pring: She’s bringing something pink for Mr. King to drink.
Now she’s putting it under the ladder, and .. Ohh!
Mr. Pring: What’s happening?
Mrs. Pring: The ladder’s falling.
Mr. Pring: What’s Mr. King doing?
Mrs. Pring: He’s hanging from the string. He’s holding the string in
his fingers and he’s shouting to Mrs. King.
Mr. Pring: And is she helping him?
Mrs. Pring No. She’s running to our house. Now she’s ringing our bell.
Mr. Pring: I’m not going to answer it. I’m sleeping.
FT1 Read and learn the following phrases and rhymes:
•	They ran and rang the bell
•	I think the thing is impossible
•	The spring brings many charming things.
•	As the days lengthen
So the storms strengthen.
Thomas thinks of terrible things
And to the troubled teacher brings
Things that sing and things that sting,
Things which swing and things which cling,
Things that ping and ring and fling,
And of all these things thinks nothing.
Listen to the following dialogues. Concentrate on the weak forms.
Transcribe and practise the dialogues.
do [da, d, 'duj
- Where do you live? Do you live in London?
-Yes, I do.
Unit III
365
does [dez,'dAz)
-	Where does John live? Does he live in London?
-	Yes, he does.
am [m, am, 'aem]
-	I’m going home.
-	So am I.
-	Am I very late?
is [z, s,'iz]
-	The sun’s very hot.
-	It’s hotter than yesterday.
-	It is, isn’t it?
are [ar, a, 'a ]
-	The boys are at school.
-	So are the girls
-	Yes, they are.
was [waz, 'woz|
-	I was thirty-five yesterday. It was my birthday.
-	Was it?
were [wa, ’wa:|
-	Who were you talking to?
-	They were friends of mine.
-	Were they English?
have [av, v,'haev|
-	Where have you been?
-	I’ve been on holiday.
-	I haven’t seen you for weeks.
has [haz, s, 'haez]
-	Has anyone seen my pencil?
-	It’s fallen on the floor.
-	Oh, has it? Thanks.
had [ad,d, 'haedj
-	Where had you met him?
- I’d met him in London. I hadn’t seen him before.
(From: Stress, Rhythm and Intonation by J. D. O’Connor)
366
Phonetic Practice
C. FURTHER INTONATION PRACTICE
INTONATION PATTERN V
(LOW PRE-HEAD +) LOW RISE (+ TAIL)
Before the Low Rise the low pre-head is pronounced on
the same pitch level as the start of the rise. The rise in the
nucleus starts from the lowest level and usually reaches the
medium level. If the nucleus is followed by a tail, it is pro-
nounced on the lowest level and the syllables of the tail rise
gradually.
This intonation pattern is used
1.	In statements {not categoric, non-final, encouraging further
conversation, reserving judgement), e.g..
- Have you heard about Max? - ,No.
- Shall we be in time?	- I .think so.
- What do you want at the grocer’s? - ,Tea, .rice, .cheese ...
2.	In questions:
a)	In special questions {with the nuclear tone on the inter-
rogative word; wondering, mildly puzzled), e g.'.
- How must I do it?
She’s thirty-six.
- How old are you?
- .How?
— .How old is she?
— How .old am I?
Unit III
367
b)	In general questions (disapproving, sceptical), e.g.-.
- It’s very important.	- ,Is it?
- We ought to follow his advice. - , Must we do as
he says?
3.	In imperatives (calmly warning, soothing), e.g..
- .Caretul/,Steady/,Watch/,Don’t.
4)	In exclamations (reserving judgement, encouraging further con-
versation-, expressing calm, casual acknowledgement, often
heard in greeting), e.g.:
-	It’s half past ten.	-	.Well. (We’re	not in a hurry.)
-	Here’s your change.	-	, Thank you!
-	Good morning.	-	.Morning!
LOW RISE ONLY
Model:	- .Yes.	•
FT1  a) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the replies.
Verbal Context
Have you heard about Max?
- You know where John lives?
- Whose book is this?
Response
Statements
(not categoric, non-final, reserving
judgement, encouraging further con-
versation)
- No.
- Yes.
- Mine./Jack’s./Joan’s./Tom’s./
John’s./Jean’s./ Ann’s.
- How many pencils have you got? One./Two./Three./Four./Five.
How must I do it?
- You must do it this way.
Special Questions
(wondering, mildly puzzled)
How?
- How?
368
Phonetic Practice
- Which is William’s book?	- Which?
- William’s is the blue book.	- Which?
- Who’s coming this Friday?	- Who? Imperatives (calmly naming, exhortative)
(To someone in the way) (Photographer to sitter) (Teacher to class)	- Mind. - Smile. - Start./Stop./Go. Exclamations (encouraging further conversation, reserving judgement, expressing calm, casual acknowledgement)
- John says he can’t come. - It’s half past ten. - The car’s here.	- Oh! - Well! — Good!
- Shall I ring the bell?	- Please!
b) Listen to the replies and repeat them in the intervals. Make your
voice rise from the lowest level reaching the medium one.
c) Listen to the verbal context and reply in the interval.
LOW RISE + TAIL
Model:	— Jsn’t it?
EZ3 a) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the replies.
Verbal Context
Aren’t they rather expensive?
Can Tommy come to tea tomorrow?
I’m going to use my old vase.
Will you be able to fetch them?
Response
Statements
(not categoric, non-Jinal, encour-
aging further conversation, re-
serving judgement)
Some of them are.
Maybe he can.
That should be all right.
Probably I shall.
Unit III
369
- He’s late again. - Count as far as you can.	- That’s all right./That doesn’t matter. - Thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, ...
- That one is yours.	Special Questions (wondering, mildly puzzled) - Which one?
- His name was William.	- What was that?
- Richard’s due at eleven o’clock.	- When is he due?
- How old are you?	- How old am I?
- They are supposed to be different.	General questions (disapproving, sceptical) - Is there any difference be-
- They are arriving next week.	tween them? - Are they?
- It’s very important.	- Is it?
- You were quite wrong about it.	- Was I?
- The Smiths weren’t invited.	Weren’t they?
- I thought she was pretty.	- Did you?
•	Imperatives (calmly warning, soothing)
(Mother to a small daughter who is	- Steady.
overexcited) (Father to a small son who is riding	- Slowly.
his bicycle a little too fast) (Mother to a small son who is teasing	- Gently.
« puppy) - He just can’t be bothered.	Exclamations (encouraging further conversation; reserving judgement; expressing calm, casual acknowledgement) - Pity!
- Your change, sir.	- Thank you.
- I’ve finished my work.	- Splendid!
- Good morning, sir.	- Morning!
b) Listen to the replies, repeat them in the intervals. Pronounce the
stressed syllable on the low level. Unstressed or partially stressed
syllables in the tail should rise to the medium level or even higher.
c) Listen to the verbal context and reply in the interval.
370
Phonetic Practice
LOW PRE-HEAD + LOW RISE (+ TAIL)
Models:	— Per,haps. - I ,think so.	•	
ES a) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the replies.
Verbal Context	Response
- How about asking Max to join us?	Statements (not categoric, rum-final, encouraging further con- versation, reserving judgement) - He ought to be
- Can you turn up at nine on Tuesday?	able to get away. - As a rule I can.
D’you think the proposal is reasonable?	- On the whole it’s
Martin says the answer’s six.	quite fair. - I suppose that’s the
(Response to a knock at the door)	right answer. Imperatives (calmly warning, exhorta- tive) Come in.
(Teacher to a student practising pronunciation)	- Again.
(Doctor to patient)	- Relax.
- Is it really yours?	Exclamations (reserving judgement, ex- pressing calm, casual ac- knowledgement ) - Of course!
- Shall we meet at ten?	- All right!
- Good morning, sir!	Good morning!
- I’ll bring it tomorrow.	- Many thanks!
b) Listen to the replies and repeat them in the intervals. Pronounce un-
stressed syllables in the pre-head at a low level.
c) Listen to the verbal context and reply in the interval.
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371
Repeat all the replies until they sound perfectly natural to you. See
that your Russian pronunciation habits do not interfere.
EE Listen to your fellow student reading the replies. Tell him what
his/her errors in intonation are.
EE Your teacher will ask you the question “What would you like?” You
should answer by using one of the replies below. Pronounce it with
Intonation Pattern III. You in turn will ask someone else the same
question, and he/she will also answer using the replies below. Con-
tinue the exercise until everyone has had an opportunity to ask the
question and have it answered. Keep the exercise moving rapidly and
do not allow the students to take a long time to answer the question.
Model: - What would - An apple./An orange./Some cheese./
you like?	A bicycle./A book./A carpet./A drink./
Some mushrooms. / A walk. / A tele-
phone call./A trip./Some coffee./Potato./
Porridge.
EU a) Listen to the verbal context suggested and respond by using the
sentences in the right column. Pronounce them with Intonation Pat-
tern III. Say what attitude you mean to render.
Verbal Context	Response
-	What do you think of the picture?	-	Fine.
-	Do you play the piano?	-	No.
-	Do you think the English climate is	-	Quite,
changeable?
-	Why is your garden so beautiful?	-	Work.
-	Do women smoke?	-	Some.
-	Do students dance?	-	Many.
-	Do you do your morning exercises?	-	Sometimes.
-	What’s your nationality?	-	Russian.
-	What does it cost?	-	Four pence.
-	Where are you going next week?	-	Moscow.
-	When’s your birthday?	-	Monday.
-	What’s your hobby?	-	Music.
-	What’s your favourite month?	-	January.
-	Do you speak French?	-	Certainly.
-	Can you call on me tomorrow night? -	Maybe.
-	Will you be able to do it?	-	Probably I	shall.
-	Nobody goes to see him.	-	Mother does.
-	Pity, they didn’t like it.	-	I like it.
-	Did she see him yesterday?	-	She did.
-	How many English books have	you -	A few.
got?
-	Will he ring her up?	-	Perhaps.
372
Phonetic Practice
- Do you get up early in the morning? -
- Thank you very much.
- What are they doing?
- He is at home after four.
- You should do it like this.
- Which is Benny’s coat?
- Lucy is coming to Moscow.
- Where shall we meet?
- I stop here.
- I’m thirty.
- You should write to her at once.
- Come round at five.
- Who gave it to you?
- I’ll finish it by Sunday.
- He is a writer.
- Your train goes from King’s Cross
Station.
- The train leaves at two.
- The pen is in that box.
- Someone wants you on the phone.
- He wasn’t there.
- There’s a concert this evening at the
club.
- I can’t go there.
- I’m making a new dress.
- We haven’t been to the club for ages. -
- I’m sure it’s the plug.
- We’re going to be late, I’m afraid.
- I’ve entered this Institute.
- I wasn’t lucky at the exams.
- She has some palatalization of the
sound [m] in the word milk..
- Everybody is present today.
(Photographer to a sitter)
- What shall we do to improve our
English?
(Sister to a small brother who is overex- —
cited)
(Mother to a child)
(Father to a son who is learning to drive -
a car)
(Girl to her small sister who is teasing a cat) -
- John says he can’t come.
- We’ll be there by seven.
As a rule.
You’re welcome./
It was nothing.
What?
When?
How?
Which?
Who?
Where?
Why, may I ask?
How old are you?
Who should I write to?
What time do you
want me to come?
Who gave it to me?
By what day?
He is what?
From which station?
At what time?
In what box?
Who is it?
Where was he then?
Is there?
Can’t you?
Are you?
Haven’t we?
Is it?
Are we?
Have you?
Weren’t you?
Has she?
Really?
Still.
Read.
Careful.
Careful.
Slowly.
Gently.
Oh! (Why not?)
Well.
Unit III
373
-	Something has gone wrong with my - Of course!
electric iron. Can you put it right7
-	Here you are.	- Thanks.
-	Ann, please bring some more milk - Right!
from the kitchen.
-	Your book, Mary.	- Thank you!
-	Good morning, Tom.	-	Morning!
-	I’ve passed this exam.	-	Wonderful!
-	He is seriously ill.	-	Pity!
-	I can’t see it from behind you.	-	Pardon!
-	Hallo, Jane.	-	Hallo!
b) Pronounce the responses with Intonation Pattern 1. Observe the dif-
ference in attitude.
EE Your teacher will suggest a verbal context. You in turn respond to it
using Intonation Pattern III. The drill will continue until every stu-
dent has participated. Keep the exercise moving rapidly.
Reference material for the teacher
1.	She is at home.
2.	It’s already six.
3.	I can come at nine.
4.	She is leaving tomorrow.
5.	Tom is coming on Saturday.
6.	Jane is at home.
7.	I’ve got “good” in English.
8.	I’m going now.
9.	I must leave you.
10.	I’ve no mistakes.
11.	My brother is a doctor.
12.	I’m already twenty
13.	I see him very often.
14.	She is waiting for you.
15.	Helen is ill.
16.	I don’t like this book.
17.	She is from the Crimea.
18.	I can't help you.
19.	You have too many mistakes.
20.	I can’t switch on the tape-
recorder.
EE Your teacher will suggest a verbal context. You in turn respond by using:
a)	statements, sounding non-final, encouraging further conversation or re-
serving some judgement;
b)	special questions, sounding wondering or mildly puzzled;
c)	general questions, sounding disapproving or sceptical;
d)	imperatives, sounding calmly warning, soothing;
e)	exclamations, expressing casual acknowledgement or reserving some
judgement.
EE Make up a mini-dialogue. Your fellow student will suggest a verbal
context. Respond by using Intonation Patterns I, II, III, IV, V. Con-
tinue the conversation.
374
Phonetic Practice
FP] Listen carefully to the following sentences and repeat them in the in-
tervals. Observe quick pronunciation of unstressed syllables.
I didn’t believe it was true.
I’m perfectly certain you’re right.
I didn’t think it was true.
I’m almost certain you’re right.
I don’t think it was true.
I’m quite certain you’re right.
- What a sensible piece of advice!
- He’s the happiest man in the world.
- What a useful piece of advice!
- He’s the nicest man in the world.
- What a wise piece of advice!
- He’s the best man in the world.
SEQUENCE OF TONES
Alternative Questions
Model: - ^Has she a ,niece |or a .nephew?
Alternative questions have the low-rising nuclear tone in the
first intonation group and the low-falling nuclear tone in the final
intonation group. The fall and the rise are of narrow range here
a)	Listen carefully to the alternative questions. Concentrate your at-
tention on the nuclear tones of both intonation groups.
1.	Are the bedrooms on the ground floor or on the first floor?
2.	Is the furniture in his house modern or old?
3.	Do the members of Dr. White’s family read The Times or The
Independent'!
4.	Is it a large house or a small one?
5.	Would you like tea or coffee?
6.	Is your wife a housewife or does she work?
7.	Shall I go on or stop here?
8.	Does the dress fit you or do you want a larger one?
9.	Have you got a son or a daughter?
10.	Do you study French or English?
b)	Listen to the same questions and repeat them in the intervals, imi-
tating the pronunciation on the tape.
c)	Repeat the sentences until they sound perfectly natural to you. Listen
to your fellow student reading the alternative questions. Tell him/her
what his/her errors in the intonation are.
ш Complete the following sentences using the words in brackets. Read them.
1.	Do you usually have dinner at home ... ? (at the canteen)
2.	Do you get up at six ... ? (at seven o'clock)
Unit III
375
3.	Will you have clear soup ... ? (cabbage soup)
4.	How do you like your tea strong ... ? (weak)
5.	Do you do your morning exercises in the room ... ? (the garden)
6.	Does she study French .. ? (English)
7.	Do you usually have breakfast at eight? (nine)
8.	Do you usually sit up late ... ? (go to bed early)
9.	Did it take you half an hour ...?(« quarter of an hour to get there)
10.	Did you lay the table for 6 ... ? (for 12 persons)
11.	Did you take your exam in English on the 15th . 9 (on the 17th
of January)
12.	Will you have black ... ? (white coffee)
FE1 Make up alternative questions using the following sentences. Read them.
Model'. She is twenty. She is twenty-five
Is she twenty or twenty-five?
1.	He lives in a new house. He lives in an old house.
2.	Your children have milk in the morning. Your children have cof-
fee in the morning.
3.	He will have black coffee He will have white coffee.
4	They spend Sundays in town. They spend Sundays in the country.
5.	It is warm today. It is cold today.
6.	He will go to the Caucasus next summer. She will go to the
Crimea next summer.
7.	Your friend speaks English. Your friend speaks Spanish.
8.	Her nephew lives in Moscow. Her nephew lives in St. Petersburg.
EE Make up a dialogue using alternative questions. See that your Rus-
sian pronunciation habits do not interfere.
Disjunctive Questions
Models: — You’ve .met her, | .haven’t you?
- You’ve .met her, | .haven’t you?
Disjunctive questions consist of two intonation groups. The
sequence of tones in disjunctive questions depends on the atti-
tude of the speaker towards the meaning of the utterance.
The first intonation group has generally the low-falling nu-
clear tone. The low-rising nuclear tone of the final intonation
376
Phonetic Practice
group or tag, shows that the speaker is not certain of the facts
expressed in the first part of the question. An answer is ex-
pected.
e.g.: - I "’Tang you .up yesterday. You were “’meeting your .wife, |
,weren’t you?
- ,Yes, I .was.
The low-falling nuclear tone of the tag shows that the
speaker is certain of the facts expressed in the first part of the
question. No answer is expected.
e.g: - I “’saw you at the .station. You were “’meeting your .wife, |
.weren’t you? She looked so young and happy.
a) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the replies.
Verbal Context	Response
- What a very nice house!	Yes, isn’t it?
- I rather like Mary.	Very pleasant, isn’t she?
- James has quite a lot of talent.	Yes, hasn’t he?
- And how do you like our weather?	It’s very changeable, isn’t it?
- You’ve broken the nail on this fin-	Yes, I have, haven’t I?
ger rather badly.	Be careful with my right thumb, it’s a bit painful.
- You mustn’t rely on this clock.	It gains, doesn’t it?
- We told him about your success	He was surprised, wasn’t he?
- Arthur’s coming home today.	He’s due here at ten, isn’t it?
- But they’ve only got blue or green. -	Blue’s all right, isn't it?
- Peggy wants to stay at home.	-	That doesn’t matter, does it?
b)	Listen to the replies and repeat them in the intervals.
c)	Listen to the verbal context and reply in the intervals.
d)	Repeat the replies until they sound perfectly natural to you.
ш Listen to a fellow student reading the replies. Tell him/her what
his/her errors in intonation are.
Unit III
377
EE Read the drill sentences according to the given models. Observe the
difference in meaning.
Models: The ’’text is .easy, | ,isn’t it?
The "‘text is .easy, | .isn’t it?
1.	She is better today, isn’t she?
2.	There is a lawn in front of your house, isn’t there?
3.	There are many new houses in your street, aren’t there?
4.	Great Britain is an island, isn’t it?
5.	The Alps are higher than the Urals, aren’t they?
6.	The Mississippi is the longest river in the world, isn’t it?
7	You don’t speak Hungarian, do you9
8	You don’t take beer, do you?
9.	You can’t speak German yet, can you?
10	You have learned this poem by heart, haven’t you?
11	You are fond of skating, aien’t you9
12.	We must pay right now, mustn’t we9
13	They shouldn’t be late, should they?
14.	She can understand nearly everything, can't she?
15.	It’s my turn, isn’t it?
EE Read the following conversational situations according to the models
suggested for replies. Concentrate your attention on the intonation of
the replies. Say what meaning is rendered by them.
Model 1: It’s .horrid, | .isn’t it?
Verbal Context	Response
- If only the day had been - Very cold, wasn’t it?
warmer.
- The work will never be ready - Never, will it?
in time.
- Where could we get the book? - It’s very difficult, isn’t it?
- It’s a seat in the gallery.	- She won’t be able to see,
will she?
- Mary’s broken the ski-jumping - Marvellous ski-jumper, isn’t
record.	she?
- It looks like rain.	- It does, doesn’t it?
- What a delightful family the - They are so friendly, aren’t
Smiths are!	they?
- Where did you meet him then? - In High Street, didn’t we,
John?
- They thought we’d missed our - They were quite mistaken,
chance.	weren’t they?
378
Phonetic Practice
- What a boring evening!
- None of us wants to go.
- He rarely goes to the club
these days
- You can do it like that.
- The parcel hasn’t come.
- So you’ve finished.
- It wasn’t his fault this time.
Model 2: It’s .horrid, | ,isn’t it?
Verbal Context
- What’s happened to Mabel?
- I’ve just been talking to Mary.
- No, I didn’t go to the cinema
with them
- Whose turn is it?
- Peggy wants to stay at home.
- Oh, all right. I’ll get it for you.
- Why’ve you brought me that
spoon?
- Oh, do let’s get out of here.
- You can write to him at War-
wick Street.
- I may be late tonight.
- Send that wretched boy to me
at once.
- Hullo, Jean. You are early.
— Jack’s no sense of humour,
has he?
- Someone will have to go,
won’t they?
- He used to enjoy it so,
didn’t he?
- Then I must try some other
way, mustn’t I?
- We’d better inquire at the
station, hadn’t we?
- Now it’s your turn, isn’t it?
- But he should drive more
slowly anyway, shouldn’t he?
Response
- She wasn’t invited, was she?
- She wasn’t very helpful, was
she?
- You’d seen the film already,
hadn’t you?
- Mine, isn’t it?
- That doesn’t matter, does it?
- You don’t mind, do you?
- It’s the one you asked for,
isn’t it?
- You’re surely not frightened,
are you?
- That’s not his home address,
is it?
- But you’ll be home in time
for dinner, won’t you?
- You’re not going to be hard
on him, are you?
- I’m not too early, aren’t I?
ее a) Complete the following sentences making them disjunctive ques-
tions. An answer is expected. Concentrate your attention on the into-
nation of the tag.
1.	You aren’t reading this book now, ... ?
2.	She doesn’t like tomatoes, ... ?
3.	He lives in Tula, ... ?
4.	They usually have dinner at one o’clock, ... ?
Unit III
379
5.	You like both pears and apples, ... ?
6.	He never uses paper, ... ?
7.	It’s high time to have a bite, ... ?
8	Going out in such weather is out of the question, ... ?
9.	She is leaving for Novgorod, ... ?
10	She can get rid of her mistakes, .. 7
11.	You finished school two years ago, ... ?
12.	You have passed your exams, ... ?
13.	You’ve got a letter, ... ?
14.	She hasn’t finished school yet, ... ?
b) Complete the same sentences. You are certain of the fact expressed
in the first part of the sentence. No answer is expected. Observe the
difference in the intonation of the tag.
E Look through the exercise carefully. Mark stresses and tunes. Read
the tags of the disjunctive questions with the intonation suggested by
the conversational situation.
Verbal Context
- The exams are over at last.
- It was very nice to see them all
again.
They have bought three copies.
- This text is very difficult to un-
derstand, isn't it?
- What about another sandwich?
- You see no mistakes in this pa-
per, do you?
It’s so fine to see them again,
isn’t it?
- She is better today, isn’t she?
- Your sister is younger than you,
isn’t she?
- You are not very well, are you?
- You haven’t got this record,
have you?
- You lived on the ground floor,
didn't you?
Response
- It was difficult, wasn’t it?
- Lovely party, wasn’t it?
- We don’t want so many,
do we?
Not at all. It’s very easy.
No, thank you, I’ve had
enough, haven’t I?
- Yes, I do, but not many.
- Oh, yes. It is.
- I’m afraid not. The tem-
perature is still high.
- Oh, yes, she is.
- Yes, I am. I’m much better
now.
- Yes, I have.
- Yes.
380
Phonetic Practice
— You were in England, weren’t - No, I wasn’t.
you? - The play was wonderful. - You like these books, don’t you? - - You are thirsty, aren’t you?	You like it, don’t you? Shall we ask how much they are? I’d rather have a glass of mineral water.
Ш Listen to the following dialogue. Mark	the stresses and tunes. Prac-
tise and memorize it.
A.: What a lovely day, isn’t it?
B.- Yes, it is.
A.: How blue the sky looks, doesn’t it?
B.: Yes, it does.
A What a lot of people, aren’t there?
B.:	Yes, there	are.
A.:	You’re on	holiday,	aren’t you?
B.:	Yes, I am.
A.:	It’s a long	one,	isn’t	it?
В	Yes, it is.
A.: You don’t talk very much, do you?
B. No, I don’t You ask a lot of questions, don’t you?
A.. Yes, I do.
Ш Make up short dialogues with disjunctive questions.
D. INTONATIONAL STYLES PRACTICE
ГП Listen to the dialogue. Mark stresses and tunes. Practise it.
Afternoon Tea
“Good afternoon, Mrs. White. How are you?”
“Very well indeed, thank you, and how are you?”
“Quite well, thank you. Won’t you sit down. Excuse me, please.
Г think that’s my niece at the door.”
“Hello, Betty dear! I’m so glad to see you. You do look well. I
don’t think you’ve met each other before Let me introduce you This
is my niece, Miss Smith. Mrs. White. Mr. White.”
“How do you do.”
“How do you do.”
“And now let’s have some tea. How do you like your tea, Mrs.
White, strong or weak?”
Unit III
381
“Not too strong, please, and one lump of sugar. I like my tea
rather sweet, but my husband prefers his without sugar.”
“Well, what’s the news, Mr. White? How’s business?”
“Pretty good, thank you. And how are things with you?”
“Well, not too good, I’m afraid, and going from bad to worse.
In fact, it’s the worst year we’ve had for a long time.”
“I’m sorry to hear that. I hope things will soon improve.”
“Yes, let’s hope for the best. And how’s your nephew Richard
getting on?”
“Oh, he’s getting on quite well, thank you. He’s staying in the
country just now with his Uncle William and his cousins.”
“How long is he going to stay there?”
“I don’t know exactly, but he’s having a very pleasant time and
it’s doing him a lot of good, so the longer he stays, the better."
Give a conversational context in which the following phrases could be used:
1.	Hello, Betty dear! I’m so glad to see you.
2.	How do you do.
3.	How are you?
4.	Quite well, thank you.
5.	Pretty good, thank you.
6.	Excuse me, please.
7.	I’m so glad to see you.
8.	Oh, he’s getting on quite well, thank you.
9.	Not too good, I’m afraid.
10.	Well, what’s the news (, Tom)?
11	How are things (with you)?
12.	No more, thank you.
13.	I’m sorry to hear that.
EE a) Listen carefully to the joke. Mark stresses and tunes. Underline
the informational centres.
The Smoking Chimney
One afternoon Professor N. was walking along a country road
when he saw a farmer eating his supper alone in the road before his
house.
The professor approached the farmer and asked him
“Why are you eating here alone?"
“Well, sir,” answered the farmer after a short pause, “the chim-
ney smokes.”
“That is too bad,” said the professor. “You must have it re-
paired. Let’s have a look at it.”
And before the farmer could say a word the professor tried to
enter the farmer’s house. As soon as he opened the door a broom
fell on his shoulders and a woman’s voice cried:
382
Phonetic Practice
“Go away, you old rascal, or I’ll kill you ..."
The professor left the house quickly. The farmer sat in the road
looking very unhappy. The professor approached him and put his
hand on his shoulder.
“Never mind,” said he, “my chimney smokes sometimes too ”
b) Narrate the story.
EB
Listen to the rhyme. Mark stresses and tunes. Memorize it.
О n	a	Diet
First she gave	up	smoking.
Then she gave	UP	gin.
Then she gave	up	chocolate cake.
She wanted to	be	thin.
Then she gave up breakfast
Then she gave up lunch
On lazy Sunday mornings
She gave up brunch.
No matter what she gave up,
Her skirts were very tight.
’Cause she ate twelve cans of tuna fish
For dinner every night.
UNIT IV
A. TEXT-BASED PHONETIC EXERCISES
[J Listen to the tape that goes with the text of Unit IV. Pay attention
to the delimitation of the text and the accentuation of information
centres. Mark stresses and tunes. Prepare the text for reading.
2 Practise the sounds in the following words and phrases:
[л] front, dozen, up, but, once, young, come, some, doesn't,
something, under
[a:] half, can’t
(ai| I, diamond, right, like, try, five, light, brightly
Loss of plosion:
•	I want to see
•	for Bart__t9 see
Alveolars replaced
*	*P the window
•	and the jeweller
•	good tgste
•	dpesn’t fit
• an^Pgicked up a
small tray
by dentals:
•	in the hospital
•	brought out three rings
•	at the ticket
----------'
•	we’ll think
Pronunciation of the linking |r|:
• wetrjyily
• fo£_a^ young lady
•	a drawer under the counter
•	or if she doesn’t like it
Absence of glottal stop:
• in fron[_of a small
window
• looked up
• to see a^ ring
• sort_of
• stretched into
•	foolisji §nd help-
less
•	come in
•	she is in hospital
•	Fye gpened
•	brought out
•	ip g small box
•	have jt
•	picked_itjp
•	take jt
•	went out into the
street
384
Phonetic Practice
2 Transcribe the following phrases. Mark stresses and tunes. Intone
them.
1.	I want to see a ring.
2.	What sort of ring? I presume it is for a young lady?
3.	“Thanks,” Bart said, and, pocketing the ring, went out into
the street
2 Listen to the tape that goes with the dialogue of Unit IV. Pay at-
tention to the delimitation of the text and the accentuation of the in-
formation centres. Mark stresses and tunes. Prepare the text for
reading.
0 Practise the sounds in the following words, word combinations and
phrases:
[л]	covered, younger, becoming, much
(a:]	Margaret, smart, bargain, can’t
|ai] try, eye, like, striking, quiet, side, delighted
No devoicing before voiceless consonants:
•	.	please take	•	please show
Loss of	plosion:
•	what can	we	•	not quite	•	a shade	to
Alveolars replaced by dentals:
•	isn’j thpt	•	looks thjee	•	ip	th,e	head
Pronunciation of the linking [r]:
•	there is	•	afterjt
Absence of glottal stop:
•	leavejj	•	call it
•	can I	•	try_ik_£p
•	show us	•	left eye
•	wear it
•	like it
V.------->
•	I li^e it jiwfully
•	is it
• sees it
2 Transcribe the following phrases. Mark stresses and tunes. Intone
them.
What can we show you, Madam?
Now, Margaret, leave it to me.
Can I help you, Madam?
Personally, I should call it exquisite.
Will you try it on, Madam?
No, Madam, the left eye is completely covered.
Unit IV
385
В. FURTHER SOUND PRACTICE
The Vowel [л]
Q Listen and repeat:					
ugly	shut up	lunch	love	company	untrue
just once	Sunny	lovely	wonderful	unhappy	must
cousin	honey	understand	much	Russ	worry
2 Listen to the following dialogue. Mark stresses and tunes. Transcribe
it. Memorize and dramatize the dialogue.
I Love You
Russ: Honey, why are you so sad9
(Janet says nothing.)
Honey, why are you so unhappy? I don’t understand
Janet: You don’t love me, Russ!
Russ: But, honey, I love you very much.
Janet: That’s untrue. You love my cousin, Sunny. You think she’s
lovely and I’m ugly.
Russ Janet, just once last month I took Sunny out for lunch You
mustn’t worry. I like your company much better than
Sunny’s.
Janet: Oh, shut up, Russ.
Russ: But, honey, I think you’re wonderful. You mustn’t ...
Janet: Oh, SHUT UP!
Q Read and learn the following phrases and rhymes:
•	When your work’s done, come out in the sun and have some fun.
•	I like bread-and-butter with honey.
•	Some love onions for lunch or supper, but when one has stuffed
oneself with onions, one isn’t much loved, is one?
* * *
Humpty-Dumpty sat on a wall,
Humpty-Dumpty had a great fall,
All the King’s horses and all the King’s men
Couldn’t put Humpty together again.
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Phonetic Practice
The Vowel [a:|
EE Listen and repeat:
ah	Arnold	So they are!	can’t	garden
marvellous	bar	far	car	star
guitar	Barbara	Margaret	Charles	smart
Martin	Martha	dark	laugh	photograph
m Listen to the following dialogue. Mark stresses and tunes. Transcribe
it. Read, memorize and dramatize the dialogue.
At a Party
Margaret: Where’s your glass, Barbara?
Barbara: It’s on the bar.
Martin: Barbara! Margaret! Come into the garden! Martha and
Charles are dancing in the dark.
Margaret: In the garden? What a laugh!
Barbara: So they are! They’re dancing on the grass!
Margaret: They’re dancing under the stars!
Martin: And Arnold’s playing his guitar.
Barbara: Doesn’t Maitha look smart!
Margaret: Look at Charles! What a marvellous dancer!
Barbara: Ah! Let’s take a photograph of Martha and Charles.
Martin: We can’t. It’s too dark.
EE Read and learn the following proverbs, phrases and rhymes:
•	Aunt Martha lives near Marble Arch which isn’t far.
•	After the party we started to argue.
•	His father isn’t hard-hearted.
•	His aunt is not young, but she is full of charm.
•	He laughs best who laughs last.
•	Well begun is half done.
•	A sunshine shower
Won’t last half an hour.
♦ ♦ ♦
Hark, hark, the dogs do bark,
The beggars are coming to town,
Some in rags and some in tags
And one in a velvet gown.
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The Diphthong [ai]
EE	Listen and repeat:				Miles ninety-nine Nigel typewriter
	I’m Myra ice tonight	Bye Violet nice all right	time riding like type	mind climbing Mike typist	
ш	Listen to it. Read,	the following memorize and	dialogue. Mark stresses and dramatize the dialogue.		tunes. Transcribe
Mike, Myra and Violet
(Myra and Violet are typists in the library)
Myra: (smiling) Hello, Mike!
Mike: Hello, Myra. Hello, Violet! You’re looking nice, Violet.
(silence)
Mike: Would you like some ice-cream, Violet?
Violet: No, thanks, Mike. I’m busy typing. Talk to me some other
time. I have ninety-nine pages to type by Friday.
Mike. Never mind. Do you like riding, Violet?
Violet: Sometimes.
Mike: Would you like to come riding with me tonight, Violet? >
Violet. Not tonight, Mike. I’m going for a drive with Nigel
Mike: What about Friday?
Violet: I'm going climbing with Miles.
Mike: Hm! Oh, all right! Bye!
Myra: Violet, he’s put something behind your typewriter.
Violet: Is it something nice, Myra?
A/yra; No, it’s a spider.
Read and learn the following phrases, proverbs and rhymes:
•	A white kite is flying high in the sky.
•	A stitch in time saves nine.
•	Strike while the iron is hot.
•	Lost time is never found again.
•	Out of sight, out of mind.
There was a young lady of Niger,
Who went for a ride on a tiger;
They returned from the ride
With the lady inside,
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Phonetic Practice
And a smile on the face of the tiger.
Snow came in the night
without a sound
like a white cloud
trembling down to the ground.
(b) E. Merriam)
The Consonant [f]				
ГЛ Listen and repeat:				
fill in	finished	feels fine	five	for
form	February	full	front	friendly
office	sofa	profile	telephone	beautiful
comfortable	after	Mr. Puffin	difficult	if
wife	laugh	photograph	photographer	myself
soft	Phillip	Phillippa		
Ш Listen to the following dialogue. Mark stresses and tunes. Transcribe
it. Read, memorize and dramatize the dialogue.
At the Photographer’s
Phillip: Photographer:	I want a photograph of myself and my wife. Please fill in this form, sir. Would you prefer a full front photograph or a profile?
Phillip: Phillippa: Photographer:	A full front, don’t you think. Phillippa? Yes. A full front photograph. Please sit on this sofa. Is it comfortable, Mrs. Puf- fin?
Phillippa: Photographer: Phillip:	Yes. It feels fine. Mr. Puffin, please give a friendly laugh. That’s difficult. If you say something funny I can laugh.
Photographer: Phillip: Phillippa: Photographer: Phillip:	And, Mrs. Puffin, please look soft and beautiful. {laughs) Is it finished? Yes. Will the photograph be ready for the first of Feb- ruary?
Photographer:	Yes. Please phone my office after five days, Mr. Puffin.
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389
ЕЕ Read and learn the following phrases and the rhyme:
• Phillip and Ferdinand fought fairly for fifty-five minutes, after which
they fell down in a faint for the fight had been fearfully furious.
* ♦ ♦
For every evil under the sun,
there is a remedy, or there is none.
If there be one, try and find it.
If there is none, never mind it.
The Consonant [v]
E	Listen	and repeat:			
	very	five	arrived	view	have
	love	living	village	valley	lovely
EE	Listen	to the following	dialogue. Mark	stresses and	tunes. Transcribe
it. Read, memorize and dramatize the dialogue.
A Fine View
Vera: Has your family lived here for very long?
Victor: Five and a half years. We arrived on the first of Feb-
ruary.
Vera: What a fine view you have!
Victor: Yes. I love living here.
Vera: Look! You can see the village down in the valley.
Victor: Yes. It’s a lovely view.
EH Read and learn the following phrases and the rhyme:
• Victor and Vivian are rivals. Both vow to love Eve forever. But
Eve is very vain. Eventually, Victor gives Eve up and goes over to
Vivienne, leaving Eve to Vivian.
♦ ♦ *
Thirty days have September
April, June and November,
All the rest have thirty-one;
February has twenty-eight alone,
Excepting leap-year, that’s the time
When February’s days are twenty-nine.
390
Phonetic Practice
The Consonant [w]
Listen and repeat:
Wednesday	Wendy	we	went	walk
woods	railway	wasn’t	was	wet
wore	warm	walked	quickly	quiet
away	wild squirrels	everywhere	twenty	wonderful
twelve	sandwiches	sweet	white	wine
watched	walk			
Listen to the following dialogue. Mark stresses and tunes. Transcribe
it. Read, memorize and dramatize the dialogue.
A Walk in the Woods
Gwen: Did you see Victor on Wednesday, Wendy?
Wendy: Yes. We went for a walk in the woods near the railway.
Gwen: Wasn’t it cold on Wednesday?
Wendy: Yes. It was very cold and wet. We wore warm clothes and
walked quickly to keep warm.
Gwen: It’s lovely and quiet in the woods.
Wendy: Yes. Further away from the railway it was very quiet, and
there were wild squirrels everywhere. We counted twenty
squirrels.
Gwen: How wonderful! Twenty squirrels! And did you take lunch
with you?
Wendy: Yes. About twelve we had veal sandwiches and sweet white
wine, and we watched the squirrels. It was a very nice
walk.
m Read and learn the following phrases and rhymes:
•	What, Why, When and Where are the words we require quite of-
ten when we want to ask questions.
•	Why do you want me to work twice a week?
•	All is well that ends well.
♦ ♦ ♦
Swan swam over the sea -
Swim, swan, swim;
Swan swam back again,
Well swum, swan
Unit IV
391
Will you, won’t you
Will you, won’t you
Will you, won’t you
Dance with me?
♦ * ♦
For want of a nail, the shoe was lost;
For want of the shoe, the horse was lost;
For want of the horse, the rider was lost;
For want of the rider, the battle was lost;
For want of the battle, the kingdom was lost;
And all for the want of a horse shoe nail.
A swarm of bees in May
Is worth a load of hay;
A swarm of bees in June
Is worth a silver spoon;
A swarm of bees in July
Is not worth a fly.
Listen to the following conversations. Concentrate on weak forms,
transcribe and practise them.
shall [Jal, JI, 'Jsell
- When shall I see you again?
- I shall be here on Monday.
- Shall we talk about it then?
should [Jad, 'Jud]
- What should I do with my money?
- I should take it with you.
- I shouldn’t like to lose it.
will [1,‘wil]
- I’ll see you at lunch time.
- Yes, we’ll have a chat then.
- Will you keep me a place?
w'ould [ad, d, ‘wod]
— My father would like to meet you.
- I’d like to meet him too.
- I hoped you would.
392
Phonetic Practice
can [кэп, ’kaen]
- How can I help you?
- You can carry this.
- I will if I can.
could [kad, 'kud]
- I think I could do it.
- At least you could try.
- Yes, I could, couldn’t I?
must [mast,‘mAstI
-	We must try to get there early.
-	We must leave in good time.
-	Yes, we must.
(From: Stress, Rhythm and Intonation by J. D. O’Connor)
C. FURTHER INTONATION PRACTICE
INTONATION PATTERN VI
(LOW PRE-HEAD +) HIGH HEAD + LOW RISE (+ TAIL)
Model:	- I’ll "’try to be .quicker.
a)	Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the reply.
Verbal Context	Response
Statements
(not categoric, non-final, soothing,
reassuring)
— I hate climbing ladders.	— It’s all right. You won’t
fall.
- I must pay you what I owe you. — There’s no hurry. Whenever
it’s convenient.
- I’ve told Andy about the meet- — So that he won’t forget,
ing.	(Drop him a line to con-
firm it.)
Unit IV
393
	Special Questions (sympathetically interested, puz- zled)
- He is sitting on the carver. - Alice is on the phone.	- He’s sitting on the what? - Who does she want to speak to? General Questions (interested)
- Here’s my new hat.	- May 1 try it on? Imperatives (soothing, encouraging, calmly patronising)
- I just can’t quite manage it. - I’m just going. - What a nuisance it all is!	- Well, keep trying. - Have a good time. - Don’t worry. (It’s not for much longer.)
- Am I disturbing you?	- No, sit down./No, come in./ No, but shut the door. * Exclamations
	(encouraging, airy, friendly)
- Have a good holiday. - I’ll be back later.	- And you. - Good-bye for the pres- ent./See you then.
- You’ve got the wrong number. - More tea? My name’s Lumpkin.	- Sorry you’ve been troubled. - No thanks./No, thank you. - I beg your pardon. (Would you mind saying that again?)
b)	Listen to the replies and repeat them in the intervals. There is only
one strongly stressed syllable in the model. The unstressed syllables
should be pronounced on the level of the preceding stressed syllable.
Do not forget to link the words together.
c)	Listen to the verbal context and reply in the intervals.
E2 Repeat the replies yourself until they sound perfectly natural to you.
See that your Russian pronunciation habits do not interfere.
EE Listen to your fellow student reading the replies given above. Tell
him what his/her errors in the intonation are.
394
Phonetic Practice
E Listen to your teacher reading the verbal context below. Reply using one
of the drill sentences. Pronounce it with (Low Pre-Head +) High Level
Head + Low Rise (+ Tail). Say what attitude you mean to render.
Verbal Context
- Are you quite well prepared for -
your exam?
- Shall we write a dictation tomor- -
row?
-	I’ll give a talk	on Cronin.	-
-	Kitty, why are	you so	slow?	—
-	When shall we	start?	—
-	Are you ready	to go?	-
-	He is leaving for London.	-
-	I don't think I’ll speak to him to—
day.
-	Look at this dictation.	-
-	My pen won’t write.	—
-	I am so tired.	-
-	I can’t do it alone.	—
-	Oh dear, oh dear!	-
-	Who am I talking to?	-
—	What’s our homework?	—
-	I’m going to the stadium.	-
-	Wait a little. I’ll put on my coat.	-
-	My	friend is	a	teacher.	-
-	I’m	going to	a	dance tonight.	—
-	The	cake tastes	good.	-
—	Hope to see	you some	day.	-
-	Something has gone wrong with	-
the electric iron.
-	I’m sorry but I can’t go to the	-
cinema with you.
-	I never smoke in the morning.	—
-	Our garden is not so beautiful as	-
yours.
-	I’ve just come from Paris.	—
-	I’m from Poland.	—
-	I’ll go to the country today.	-
-	I can’t do it.	-
Response
Not quite.
I believe so.
Since you are fond of him.
I’m not slow.
Any time that suits you.
I shan’t be a moment.
Leaving for London?
Why not?
Whose is it?
What’s wrong with it?
Why don’t you have a rest?
Why don’t you ask your
friend to help you?
What’s the matter?
Who are you talking to?
What’s your homework?
Do you have time to play
sports?
Do you think it’s cold to-
day?
Are you a teacher also?
Do you like dancing?
Will you have some more?
Will you invite me to your
evening party?
Can you put it right?
Are you very busy today?
Does your wife smoke?
Have you any flowers in it?
Is Paris as large as Lon-
don?
Do you live in Warsaw?
Don’t be silly. The frost is
severe.
Try it again.
Unit IV
395
- It’s so hot here.	- Open the window.
-	I am going for	a walk.	-	Don’t be long.
-	I am cold.	-	Shut the door.
-	A button has come	off	my	coat.	-	Sew it on.
-	There is a new	fdm	this	evening	at—	Let’s go and see it.
the club.
-	I can’t hear what you	are saying —	Switch off	the radio then.
-	What a	frightful storm.	-	Don’t	be afraid.
-	I’ll	start	in half an hour.	-	Don’t	be late.
-	I’m	just	going.	-	Have	a nice time.
-	Have a good holiday.	-	And you!
-	I’ll	take	my exam tomorrow.	-	Good	luck, my boy!
-	More tea?	-	No, thank	you.
-	I’ll see you on Sunday.	-	Right you	are!
EE Say the same replies with High Head + Low Fall. Observe the dif-
ference in attitude.
EH Your teacher will suggest a verbal context. You in turn reply to it
using High Head + Low Rise. The drill will continue until every stu-
dent has participated. Keep the exercise moving on rapidly.
Models'. - My sister plays the piano very well.
- Does your brother play the piano too?
- Wait a little. I'll take my umbrella.
— Is it raining?
Reference Material for the Teacher
1	I’ve bought a new English book	8.	1 am fond of tennis.
2.	My friend is a student.	9.	I’ve just come from St. Petersburg.
3.	Something has gone wrong with	10.	1 can’t translate this article alone
	my pen.	11.	1 don’t think I’ll finish this work
4.	1 am hungry.		today.
5.	My brother has a new flat.	12.	1 am thirsty.
6.	I’d like to go to the Crimea next	13.	1 am going to do the room.
	summer.	14.	I don’t think she can speak Eng-
7.	My mother is French.		lish.
EE Your teacher will suggest a verbal context. You in turn respond by
using:
a) statements, sounding not categoric, soothing, reassuring;
b)	special questions, expressing sympathy, interest:
c)	general questions, expressing interest;
d)	imperatives, soothing, encouraging, calmly patronising;
e)	exclamations, encouraging, airy, friendly.
396
Phonetic Practice
EE Pby the “Guessing Game”. (Guess what “it” is.) Use Low Rise in
the answers:
- Is it in this room?	- Yes.
- Can I see it?	- Yes.
- Is it made of metal?	- No.
- Is it made of wood?	- Yes.
»- Could I carry it?	- No.
- Is it useful?	- Yes.
- Has it got legs?	- Yes.
- Is it the chair?	- No.
- Is it the table?	- Yes.
EE Make up your own guessing game.
D. FURTHER RHYTHM PRACTICE
Stress and Rhythm
The characteristic rhythm of English speech depends upon
the stressed syllables. In English sentences those words which
are most important to the meaning at the moment of speaking
always contain a stressed syllable. The basic rule of English
rhythm is that the stressed syllables follow each other at regu-
lar intervals of time, that is to say there is the same amount
of time between each pair of stressed syllables in a given sen-
tence.
A simple illustration of this rule is found in counting.
From 1 to 6 every syllable is stressed, and they follow each
other like a regular drum beat: 1 2 3 4 5 6. The number 7 has
two syllables, the first one stressed and the second unstressed,
and this means that the two syllables have to be said in the
same space of time as the other single syllables. The sequence
123456789 10 has eleven syllables, but only ten rhyth-
mical beats, corresponding to the ten stressed syllables. The
stressed syllables must occur on the regular beat, and the un-
stressed syllables between them must be fitted in between the
stressed ones. The number 11 has three syllables altogether, and
only the middle one is stressed. That syllable must be in time
Unit IV
397
with the ten previous ones, and when we come to 13 14 15
and so on, which have the first syllable stressed, the regular
drum beat of these syllables doesn’t change at all, and the un-
stressed second syllables have to be got in between the others
without interfering with the beat.
These characteristics of English counting are illustrated in
the first exercise, which is in three stages: counting from one
to six, then from five to ten, and then from nine to twenty.
Learners should repeat each stage aloud after the speaker and
try to keep the drum beat of the stressed syllables falling
regularly through each stage.
Stresses are shown in the text by placing the mark (') be-
fore each syllable which must be stressed.
'One, ‘two, 'three, 'four, 'five, 'six...
'five, 'six, 'seven, 'eight, 'nine, 'ten...
Nine, 'ten. e'leven, 'twelve, 'thir'teen, 'fourteen, 'fifteen,
‘six'teen, ‘seventeen, 'eigh'teen, 'nine'teen, 'twenty...
Counting is the simplest form of rhythmical exercise. Perhaps
the next simplest form is children’s verses and counting games.
The next exercise is a counting game. It is played after eating
fruit with stones, and consists of reciting a list of eight occupa-
tions for men, one for each stone. The occupation which is
reached with the last stone is supposed to be the one a boy will
grow up to be. Again the beat is absolutely regular. The speaker
on the record says first one half, then pauses, then the other
half and pauses, and then the whole list and pauses again. In
each pause the learner must repeat what has gone before. He
must do this aloud, and in the same rhythm as the speaker.
Tinker, 'tailor, 'soldier, 'sailor...
'rich man, ‘poor man, 'beggarman, 'thief. .
Tinker, 'tailor, ‘soldier, 'sailor, 'rich man, 'poor man,
'beggarman, 'thief...
Next follows a very well-known nursery rhyme, one which
every English child learns at a very early age. It has four lines,
398
Phonetic Practice
the first and third each have four stressed syllables, the second
and fourth each have only three, but each one keeps the same
beat going. It is read on the record first line by line, and then
two lines at a time.
'Jack and 'Jill went up the 'hill...
To 'fetch a 'pail of 'water...
'Jack fell 'down and 'broke his 'crown. .
And 'Jill came 'tumbling 'after.
‘Jack and 'Jill went ‘up the 'hill to 'fetch a 'pail of 'water.
'Jack fell 'down and broke his 'crown and 'Jill came 'tumbling 'after.
Here is another rhyme of the same kind, and with the same
pattern of syllables. This time each line has four stresses, and again
there are four lines, first said line by line, then two at a time.
Twinkle, 'twinkle 'little ‘star...
'How I 'wonder 'what you 'are ..
'Up a'bove the 'world so 'high...
‘Like a 'diamond 'in the 'sky...
Twinkle, 'twinkle 'little 'star,
'How I 'wonder 'what you 'are...
'Up a'bove the 'world so 'high,
'Like a 'diamond 'in the 'sky...
A further example of the same four-line type, with alter-
nate stressed and unstressed syllables, four stresses to the line.
In 'winter 'I get 'up at 'night...
And 'dress by 'yellow 'candle 'light...
In 'summer 'quite the 'other 'way...
I ‘have to ‘go to ‘bed by ‘day...
In 'winter 'I get 'up at 'night,
And 'dress by 'yellow 'candle 'light...
In 'summer 'quite the 'other 'way,
I 'have to 'go to 'bed by 'day...
Unit IV
399
In the foregoing examples there was one unstressed syllable
between each pair of stressed syllables. Next comes a verse
which has two unstressed syllables between each pair of
stressed syllables. This gives a sort of galloping rhythm, but
the stressed syllables still form the same drum beat as before.
There are four lines with three stresses in each line.
I’d 'like to go ‘out in the 'garden..
I’d 'like to get 'up on the 'wall
I’d 'like to do 'anything 'really...
But I 'hate to do nothing at 'all..
I’d 'like to go 'out in the 'garden,
I’d 'like to get 'up on the 'wall...
I’d 'like to do 'anything 'really,
But I 'hate to do 'nothing at 'all...
The popular sort of comic verse called a limerick, has a
similar pattern. It has five lines, the first two with three
stresses, the next two with two stresses, and the last one again
with "three stresses. There are two unstressed syllables between
each'pair of stresses. Here is an example.
There 'was a young 'man of De'vizes...
Whose 'ears were of 'different 'sizes...
'One was so 'small...
It was 'no use at 'all. .
But the 'other won 'several 'prizes.
There ‘was a young 'man of De'vizes,
Whose 'ears were of 'different 'sizes...
'One was so 'small,
It was 'no use at ‘all...
But the 'other won 'several 'prizes .
When there are the number of unstressed syllables between
each pair of stresses it is fairly easy to keep the regular drum
beat of the stresses going, but it is a little more difficult to do
400
Phonetic Practice
this when there are different numbers of unstressed syllables be-
tween the pairs. In the next example there are four stresses in
each line, but the first and third lines have no unstressed syl-
lables between the stresses, whilst the second and fourth have
one unstressed syllable between each pair, yet the stresses still
form the same regular beat, and each line takes the same
length of time to say as the others.
'One ‘two 'three 'four...
'Mary 'at the 'cottage ‘door...
'Five 'six 'seven 'eight
'Eating 'cherries 'off a 'plate.
'One 'two ‘three 'four,
'Mary 'at the 'cottage 'door...
'Five 'six 'seven 'eight,
'Eating 'cherries 'off a 'plate...
In the next example there are also four lines, but the first
and third have four stresses whilst the second and fourth have
only three. The number of unstressed syllables between varies
from two to four, but still the regular drum beat of the
stresses keeps the lines moving with the same basic rhythm.
There 'was a little 'girl and she 'had a little 'curl..
'Right in the 'middle of her 'forehead
'When she was 'good she was ‘very very 'good...
But 'when she was ‘bad she was 'horrid...
There ‘was a little 'girl and she 'had a little 'curl,
'Right in the 'middle of her 'forehead
'When she was 'good she was 'very very 'good,
But 'when she was bad she was 'horrid...
Learners who can say these simple, regular verses correctly
will have a firm foundation for the less regular rhythms of or-
dinary English speech.
(From: Stress, Rhythm and Intonation by J. D. O’Connor. Lesson 1)
Unit IV
401
E. INTONATIONAL STYLES PRACTICE
к TH Listen to the dialogue. Mark stresses and tunes. Read the dialogue.
Memorize and dramatize it.
Woman: Good morning!
Salesman: Good morning, Madam. Can I help you?
Woman: Yes, you can. I’d like to buy a watch, please.
Salesman: Certainly, Madam Is it for yourself7
Woman: Oh no. It’s for my small daughter.
Salesman: I see. You don’t want a very expensive one, I suppose.
Woman: No Fairly cheap, and fairly strong, too.
Salesman: Oh, I understand. Will you have a look at this one.
Madam?
Woman: I think that looks too small. I’d rather have a bigger
one.
Salesman: What about this, Madam?
Woman: That looks fine. How much is it?
Salesman: Let me see. That’s five pounds ten.
Woman: Oh dear. I’m afraid that’s too much.
Salesman: Here’s one that’s a little cheaper.
Woman: How much is that?
Salesman: Four pounds fifteen.
Woman: Yes, I’ll take that one.
Salesman: Can we send it for you, Madam?
Woman: No, thank you. I'll take it with me Four pounds fifteen.
Salesman: Thank you, Madam Good morning
Woman: Good-bye.
EE Listen carefully to the joke. Mark stresses and tunes. Underline the
informational centres. Read and narrate the story.
Helen’s Eyes
Helen’s eyes were not very good So she usually wore glasses.
But when she was seventeen and began to go out with a young man,
she never wore her glasses when she was with him. When he came to
the door to take her out she took her glasses off, but when she came
home again and he left she put them on
One day her mother said to her: “Helen, why do you never wear
your glasses when you’re with Jim? He takes you to beautiful places
in his car, but you don’t see anything.”
“Well, Mother,” said Helen, “I look prettier to Jim when I’m
not wearing my glasses and he looks better to me, too.”
402
Phonetic Practice
EQ Listen to the poem “Those Evening Bells”. Mark stresses and tunes,
then memorize it.
Those Evening Bells
by Th. Moore
Those evening bells! those evening bells!
How many a tale their music tells,
Of youth, and home, and that sweet time,
When last I heard their soothing chime.
Those joyous hours are pass’d away;
And many a heart, that then was gay,
Within the tomb now darkly dwells,
And hears no more those evening bells.
And so ’t will be when I am gone,
That tuneful peal will still ring on.
While other bards shall walk these dells,
And sing your praise, sweet evening bells!
UNIT V
К. TEXT-BASED PHONETIC EXERCISES
Q Listen to the tape that goes with the text of Unit V. Pay attention
to the delimitation of the text and the accentuation of information
centres. Mark stresses and tunes. Prepare the text for reading.
2 Practise the sounds in the following words and phrases:
[i] different, living, thing, unpredictable, British, Britain, inter-
esting, spring, England, beginning, minute, winter, Indian,
traditional, winter, Christmas
[i:] people, reasons, trees, even, believe, seaside, weeks, leading
[e] weather, generally, everyone, spend, plenty, guess, ahead,
stretching, September, chestnuts, presents, especially
[ae] background, daffodils, Blackpool, guaianteed, sand, anti-
- freeze, back, Carol, January, Hanods, camp
-|з:] reserved, first, early, worth, woik
|u:] useful, usually, moves, beautiful, food, queue, few
[л] such, buds, colourful, sun, suntan, summer, public, months
once, lucky, summer, grumble, colours, just, reductions
[a:] March, gardens, remark, passes, department
[n] common, topic, hot, wants, holiday, often, popular, lots,
logfires
[a:] normally, talk, more, also, forecast, almost. August, abroad,
resorts, North, autumn, shorter, warm, corner
[ei] nation, main, conversation, famous, April, rain, strange, en-
tertainment. changing, create, complain, great
[ai] why, find, arrives, time, try, fine, Bnghton, lies, provide,
buying, criticized, mild
[1a] appearing
[ea] areas, there, year
[au] showers, allows, how, South, round
[au] crocuses, those, don’t, go, approaches, grow, snow, roasted,
open, going, only
404
Phonetic Practice
No dcvoicing before voiceless consonants:
• full of people
• such a useful topic of conversation
Loss of plosion:
• differenf-bjickgrounds
•	Great Britain
•	don’t gp abroad
•	and Brighton
• White Christmas
• and daffodils
Alveolars replaced by dentals:
•	find the weather
V--------
•	on the trees
4---s
•	and the gardens
•	at the same time
*•----
•	spend their holiday
•	in the North
•	but the sand
Pronunciation of the linking |r|:
•	winter aj
•	there is always far too much food
•	theye j,s no snow
•	for all
0 Practise the sounds in the following words and phrases:
[i] link, thickly, difficult, wind, bitter, thing, window
[i:] heat, people, degree, knees, breathe, heating
[e] Becky, everybody, remember, letter, Celsius, central, effective,
wet, wellies, several, dreadful, umbrella
[ae] that’s, blanket, damaged
[з:]	heard, turned out, dirty
[u] looking, couldn’t, puddles
[u:] true, you, beautiful
[л] sunbathing, Russia, just, couple, summer, suffered, lucky
[n] Moscow, hot, knock, proper
[a:] storms, because, falling, always, wore, brought
[ei] wave, gales, frames
[ai] ice, minus, survive, night, nice
[ni] destroyed
[ia] severe
[оэ] poor
[au] brown, out, down, Southampton, house, how
[эо] hallo, moment, snow, told, cold, go, so, broken, blown
Unit V
405
2 Mark stresses and tunes in the following phrases. Transcribe and in-
tone them.
1.	Hello, Becky! You are looking very brown.
2.	I remember you told me in your letter that it was very cold,
didn’t you?
3.	Oh, but how did you survive?
4.	So, you weren’t cold at night?
5.	As you know I am always cold.
6.	Lovely day, isn’t it?
7.	Isn’t it beautiful?
8.	Wonderful, isn’t it?
9.	Personally, I think it’s so nice when it’s hot - isn’t it?
10.	I adore it - don’t you?
11.	Fancy such a day in July. Rain in the morning, then a bit of
sunshine, and rain, rain, rain all day long.
2 Listen to the tape that goes with the dialogue of Unit V. Mark
stresses and tunes. Memorize the dialogue. Act it out.
B. FURTHER SOUND PRACTICE
The Vowel [o]
Q Listen and repeat:
put	foot	bookshelf	cook	could	cookery books
good	full	shouldn’t you	look	woman	didn’t you
rook	bedroom	Mr. Cook	books	living-room	
Q Listen to the following dialogue. Mark stresses and tunes. Memorize
the dialogue imitating the tunes on the tape.
A Lost Book
Mr. Cook: Woman! Could you tell me where you’ve put my book?
Mrs. Cook: Isn’t it on the bookshelf?
Mr. Cook: No. The bookshelf is full of your cookery books.
Mrs. Cook: Then you should look in the bedroom, shouldn’t you?
Mr. Cook: I’ve looked. You took that book and put it somewhere,
didn’t you?
Mrs. Cook: The living-room?
406
Phonetic Practice
No. I’ve looked. I’m going to put all my books in a
box and lock it!
Look, Mr. Cook! It’s on the floor next to your foot.
Ah! Good!
the words you recognize in the sentences you hear:
3. god; good	5. Poss; Puss
4. cod; could	6. Brockhurst; Brookhurst
answers in
the key sentences:
4.	How do you spell codl
5.	I call my cat Poss.
6.	Her name is Miss Brookhurst
Mr. Cook:
Mrs. Cook:
Mr. Cook:
[3 a) Tick
1. cock; cook
2. lock; look
b) Now check your
1.	That cook is very noisy.
2.	Lock it up carefully.
3.	He’s my godfather.
Q Read and learn the following:
the cookery book.
•	The cook took a good look at
•	Hang the hood on the hook.
•	She puts some sugar in the pudding, which looks very good.
The Vowel [u:]
П2 Listen and repeat: look - Luke	pull - pool full - fool		foot - boot
Sue unit nuisance twenty-two	June	soup stupid	shoe threw	excuse	me chewing gum It was	you	Prue afternoon Miss Luke rude
ГП Mark stresses memorize it.	and tunes in the following dialogue. Practise and	
In a Good School Miss Luke: Good afternoon, girls. Girls: Good afternoon, Miss Luke. Miss Luke: This afternoon we’re going to learn how to cook soup Open your books at Unit Twenty-two Prue: Excuse me, Miss Luke. Miss Luke: Yes, Prue? Prue: There’s some chewing gum on your shoe		
Unit V
407
Miss Luke: Who threw their chewing gum on the floor? Was it
you, Prue?
Prue: No, Miss Luke. It was June.
Miss Luke: Who?
Prue: June Cook.
June: It wasn’t me, stupid. It was Sue.
Sue: It was you!
June: It wasn’t me, you stupid fool. My mouth’s full of
chewing gum. Look, Miss Luke!
Sue: Stop pulling my hair, June. It was you!
June: YOU!
Sue: YOU!
Miss Luke: Excuse me! You’re being very rude. You two nuisances
can stay in school this afternoon instead of going to
the swimming pool.
EE a) Tick the words you recognize in the sentences you hear:
1. look; Luke	3. pull; pool
2. full; fool	4. fullish; foolish
b) Now check your answers in the key sentences:
1. Look, I want you to come here. 3. The sign on the door said "Pull."
2. I	-said, “He’s /w//.”	4. That	’s a fullish dress.
EE	Practise these words	and phrases:	
	shoelaces	supermarket	toothpaste
	swimming pool	football boots	fruit shop
	chewing gum	tool shop	fruit juice
	wool shop	cookery books	newspaper stand
EE	Read the following contrasts:		
	should - shoed	could - cooed	would - wooed
	look - Luke	pull - pool	
EE	Read and memorize	the following:	
•	Look at Luke pulling a poor fool out		of the pool in the wood
• This foolish, bookish Duke is too full of good food to move a
foot.
• Hugh’s tooth is loose.
• Hugh shoots a moose and loses his loose tooth.
• Sue is foolish and stupid at school as a rule.
408
Phonetic Practice
The Diphthong [оэ]
EE Read the following words:
poor	sure	cure	surely	insurance
tourist	furious	curiosity	purely	pure
ее Practise the following contrasts:
shoe - sure two - tour cue - cure pew - pure
EE Read the following:
•	During the holidays many tourists go to Europe.
•	Form the plural of moor.
•	The purest uranium ore has been found in the Ural mountains
•	I was furious about his injurious behaviour.
The Consonant [s]
EE Listen and repeat:
sit	sensible	interesting	sleep	six	Sam
outside	instead	spend	yes	sand	seaside
just	swim	Alice	Saturday	sailing	star
skiing	Sunday	it’s	expensive	let’s	exciting
EE Memorize the following dialogue, imitating the model on the tape.
It’s Expensive
Sam: Let’s go to the seaside on Saturday.
Alice: Yes! Let’s go sailing and water-skiing. That’s exciting.
Sam: It’s expensive too. Let’s just sit in the sun and go swimming
instead.
Alice: Let’s stay in the Six Star Hotel and spend Sunday there too
Sam: Be sensible, Alice. It’s too expensive. Let’s sleep outside in-
stead.
Alice: Yes. Let’s sleep on the sand. That’s more exciting.
EU Listen and repeat:
1.	Let's sjt in the sun.
2.	Let’,s_sjay in a hotel.
3.	Let’§_s]eep outside.
4.	Let’^_spend Sunday there too.
5.	Sijc_S,tar Hotel.
6.	He smokeS-Cigarettes.
7.	He wants some books.
8.	He speaks slowly.
Unit V
409
Practise in pairs.
Model'. A: Shall we go to the seaside or stay at home?
B:	Let’s go to the seaside/stay at home.
1.	Shall we take a suitcase or a basket?
2.	Shall we go sailing or water-skiing?
3.	Shall we sit in the sun or go swimming?
4.	Shall we eat biscuits or ice-cream?
5.	Shall we sit on a seat or sit on the sand?
6.	Shall we sleep outside or in an expensive hotel?
7.	Shall we be sensible or silly?
The Consonant Iz]
FF1 Listen and repeat:
Sue - Zoo	sip - zip	piece - peas
said - Z [zed]	bus - buzz	price - prize
EE a) Tick the words you recognize in the sentences you hear:
1.	bus; buzz	3. price; prize	5. police; please
2.	sip; zip	4. pence; pens	6. Sackville; Zackville
b) Now check your answers in the key sentences:			
J. I heard a buzz. 2. Sip it slowly. 3. What’s the price!	4.	I only have a few pens. 5.	“Help, please?' he shouted. 6.	He lived in a town called Sackville.		
EE Read the following words: Zzz!	surprises	is	smells	Zoo
buzzes	does	something’s	buzzing	Mrs.
says	contains	surprising	these	noise
Jones	hisses	amazing	bees	isn’t
EE Listen to the dialogue. Mark stresses and tunes. Memorize it and act it out.
Surprises in the Post Office
Mrs. Smith: This parcel smells, Mrs. Jones.
Mrs. Jones: Something’s written on it.
Mrs. Smith: What does it say?
Mrs. Jones: It says: “This parcel contains six mice ”
Mrs. Smith: Pooh!
Mrs. Jones: Listen! What’s in this sack?
Mrs. Smith: It’s making a strange hissing noise
410
Phonetic Practice
Sack:
Mrs. Jones:
Mrs. Smith:
Mrs. Jones:
Box:
Mrs. Smith:
Mrs. Jones:
(hisses) Ssssssssssssssss!
Mrs. Smith! It’s a sack of snakes!
So it is! And what’s in this box, Mrs. Jones?
It’s making a buzzing sound.
(buzzes) ЪггггггтхгтаззхЛ
These are bees! A parcel of mice! And a sack of
snakes! And a box of bees! This is very surprising.
It’s amazing. This isn’t a post office, Mrs. Smith. It’s a zoo.
The Consonant [r ]
Listen and repeat:
wrong	right	Ruth	very	Europe	road
Rita	Paris	pretty	Jerry	Rosemary	married
proud	fry	Mrs. Reed	parent	France	grass
Russia	America	waitress	Austria	lorry	interesting
library	secretary	librarian	railway	cleverest	Roland
electrician	Laura	children			
ED Listen to the dialogue. Mark stresses and tunes. Memorize it.
A Proud Parent
Mrs. Randal: Are all the children grown up now, Ruth?
Mrs. Reed: Oh, yes. Laura is the cleverest one. She’s a librarian in
the public library.
Mrs. Randal: Very interesting. And what about Rita?
Mrs. Reed: She’s a secretary at the railway station.
Mrs. Randal: And what about Rosemary? She was always a very
pretty child.
Mrs. Reed: Rosemary is a waitress in a restaurant in Paris. She’s
married to an electrician.
Mrs. Randal: And what about Jerry and Roland?
Mrs. Reed: Jerry drives a lorry. He drives everywhere in Europe.
Mrs. Randal: Really? Which countries does he drive to?
Mrs. Reed: France and Austria and Greece and Russia.
Mrs. Randal: And does Roland drive a lorry too?
Mrs. Reed: Oh, no. Roland is a pilot.
Mrs. Randal: Really? Which countries does he fly to?
Mrs. Reed: Austria and America.
a)	Tick the words you recognize in the sentences you hear:
1.	long; wrong
2.	jelly; Jerry
3.	glass; grass
4.	collect; correct
5.	lane; rain
6.	flea; free
Unit V
411
b)	Now check your answers in the key sentences:
1.	That sentence is long.	4.
2.	Susan likes Jerry.	5.
3.	There’s some grass in the garden. 6.
Please collect the homework.
We walked in the ram.
This is a free house.
C. FURTHER INTONATION PRACTICE
INTONATION PATTERN VII
(LOW PRE-HEAD +) STEPPING / FALLING HEAD +
LOW RISE (+ TAIL)
Model 1. Stepping Head:
- Alice is leaving.
- "“Does she 'want to 'go to the .park?
Model 2. Falling Head:
- That’s all you were going to buy, isn’t it?
- I’ve \)nly 'got to buy some-	• _
"thing for .supper.
This intonation pattern is used:
1)	In statements {not categoric, non-final, soothing, reassuring,
(in echoes) questioning, sometimes surprised), e.g. :
- I’ve made a lot of mistakes in - It’s not so bad.
my dictation, haven’t I?
2)	In questions:
a)	in special questions {expressing sympathy, interest', with
the nuclear tone on the interrogative word, puzzled) e.g.:
- I’m leaving tomorrow.	- What time are you
leaving?
- I’ve just seen him in the dean’s - You’ve seen him
office.	where?
- I’ve lost the key, mother. — How did you man-
age to do that?
412
Phonetic Practice
b)	in general questions (expressing interest — most common
pattern for general questions), e.g.-.
- I’ve packed the things.	- Are you ready to
leave?
3)	In imperatives (soothing, encouraging, calmly patronising
(often addressed to children), e.g.:
- I’m leaving.	- Put on your warm
clothes.
4)	In exclamations (encouraging, airy, often used in leave-takings
and in bright and friendly greetings), e g.:
- Here is my translation.	- Very well done!
(LOW PRE-HEAD +) FALLING HEAD + LOW RISE
(+ TAIL)
		
Model:	— ^Does she 'want to 'go to	•	 the ,park?		‘	II
EE a) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the reply.
Verbal Context
Response
- Shall I buy the TV-set?
- The furniture is new but not
quite modern.
- I’d like to have a bite.
Statements
(not categoric, non-final. soothing,
reassuring)
- If you don’t find it too ex-
pensive.
- It doesn’t matter all that
much.
- Perhaps we’ll go to a res-
taurant for a cup of coffee.
Special Questions
(sympathetically interested, puzzled)
Benny is eager to have a rabbit. - Where do you intend to
keep the animals?
- It took me four hours to do the - It took you four hours to
exercises.	do what?
Unit V
413
	General Questions (interested)
- Henry Sandford is my brother- in-law. - You are going to the post.	— Is your brother-in-law a doctor? — Have you any letters you’d like me to post? Imperatives (soothing, encouraging, calmly patronising)
- Shall I read the words?	- Be careful to pronounce distinctly the word thirteen. Exclamations (encouraging, airy, friendly )
- I’ve arranged your lecture for tomorrow.	— Terribly sorry for giving you all that trouble.
b) Listen to the replies and repeat them in the intervals. Make the
stressed and unstressed syllables of the head carry the pitch lower.
When pronouncing the nucleus make your voice rise from the lowest
level to the medium one. Do not forget to link the words together.
c) Listen to the verbal context and reply in the interval.
(LOW PRE-HEAD +) STEPPING HEAD + LOW RISE
(+ TAIL)
.. , ,	- I’ve "‘only got to o(	‘buy 'something for , supper.		 •
EH a) Listen carefully to the following conversational situations. Concen-
trate your attention on the intonation of the reply.
Verbal Context	Response
Tell me, doctor. Is he badly -
hurt?
I don’t think I’ll ever do it. -
Statements
(not categoric, non-final soothing, reas-
suring)
Nothing at all serious. Just a
few bruises.
You will. It’s just a matter of
practice.
414
Phonetic Practice
- Stevens is going to retire.
- I’m afraid they’ve gone out.
Special Questions
(sympathetically interested)
Who do you think will take
over from him?
How soon will they be back?
- I’m going
shopping.
to do some
General Questions
(interested)
— Can I come too?
- I really must be off.
- I’m just going.
Imperatives
(soothin}’, encouraging, calmly patronising)
— Don’t let me detain you, then.
- Have a good time.
- Good-bye, Mr. Smith.
Exclamations
(encouraging, airy, friendly)
— Pleasant and interesting journey.
b) Listen to the replies and repeat them in the intervals. Make the stressed
syllables of the head carry the pitch lower. The unstressed syllables
should be pronounced on the level of the preceding stressed syllable.
c) Listen to the verbal context and reply in the intervals.
a) Listen to your teacher reading the verbal context below and reply.
Pronounce your reply with this intonation. Say what attitude you
mean to render.
Verbal Context
- When shall we start?	-
- I am so tired.	-
- I can’t do it alone.	-
- I’m going to the stadium.
- Wait a little. I’ll put on my -
coat.
-	My	friend is	a	teacher.	-
-	I’m	going to	a	dance tonight.	-
-	The	cake tastes	good.	-
-	Hope to see	you some day.	—
-	Something has gone wrong -
with the electric iron.
Response
Any time that suits you.
Why don’t you have a rest?
Why don’t you ask your
friend to help you?
Do you have time to play
sports?
Do you think it’s cold today?
Are you also a teacher?
Do you like dancing?
Will you have some more?
Will you invite me to your
evening party?
Can you put it right?
Unit V
415
-	I’m sorry but I can’t go to - Are you very busy today?
the cinema with you.
Our garden is not so beautiful- Have you any flowers in it?
as yours.
-	I’ve just come from Paris. - Is Paris as large as London?
-	I am from Poland.	- Do you live in Warsaw?
-	There is a new film this eve- - Let’s go and see it.
ning at the club.
-	I can’t hear what you are - Switch off the radio then,
saying.
-	I’m just going.	- Have a nice time.
b) Say the same replies with Intonation Patterns III and IV.
EE Listen to the following lecture. Mark stresses and tunes. Pay atten-
tion to the academic style intonation features. Read the lecture.
O’Connor: Well, today we want to start talking about a different set
of tunes, and once again we’ll take our examples from the
actual sentences we have been saying to you. My friend
said a moment ago: “Is that quite clear, listeners?”
Teacher: Is that quite clear, listeners? Is that quite clear, listeners?
O’Connor: What is the pattern of that tune? Is it the same as any of
the three falling tunes which we have had up to now? Lis-
ten carefully.	.
Teacher: Is that quite clear, listeners? Is that quite clear, listeners?
O'Connor: In that sentence there are four stressed syllables: Is, that,
quite, and clear. The last word, listeners, is not stressed.
Now, could you describe the tune you were using when you
said it?
Teacher: Well, I started with the first word on quite a high note,
the second word a little lower, the third word lower still,
and the fourth word, that is the last stressed syllable, clear,
very low indeed.
O’Connor: That is so. Starting on a rather high note, the stressed syl-
lables are said on progressively lower notes until the last
stressed syllable, which is just about the bottom of the voice.
Teacher: Is that quite clear - Ta: ta: ta. Is that quite clear, listeners?
O'Connor: Those of you who heard our first talk will realise that so
far, this tune is very similar to the glide down, the only
difference being that in this case the last stressed syllable is
on a low, level note, instead of starting a little higher and
falling as it would do in a glide down.
Teacher: And you will also have realised that the really new thing in
this tune is the way that the unstressed syllables at the end,
in the word listeners, go up again.
416
Phonetic Practice
O’Connor: Yes, you see, the last stressed syllable clear is very low and level,
and any unstressed syllables after it rise gradually like this:
Teacher: Is that quite clear, listeners? Is that quite clear, listeners?
O’Connor: Do you hear those last three syllables rise?
Teacher: .... listeners? Ta: la: la:? .... listeners?
O’Connor: Now, because of this rise at the end, I think we’ll call this
tune “the glide up”. That should remind you that it starts
off like the glide down but that the end goes up.
Teacher: I expect some of the listeners are asking themselves what hap-
pens to this “glide up” when there are no unstressed syllables
at the end of the sentence to carry the tune upwards again.
Suppose, for instance, that I hadn’t used the word listeners
at all, and had simply used the four stressed words.
O’Connor: Well, just say it in that way without the word listeners, and
let’s see what happens.
Teacher: Is that quite clear? Is that quite clear?
O’Connor: You see, if the last stressed syllable is also the very last
syllable in the sentence the voice starts that syllable on a
low note and rises during the syllable itself, so that you
still have the glide up. Once again: if the last stressed sylla-
ble is also the very last syllable in the sentence the voice
starts that syllable on a low note and rises during the syl-
lable itself. Listen to the example once more.
Teacher: Is that quite clear? Is that quite clear?
O’Connor: Now let’s go back to another sentence you used near the
beginning and see if that fits into this rule. You were talk-
ing about falling tunes and you said: “When the voice has
fallen to its lowest note, it stays on that low note.”
Teacher: When the voice has fallen to its lowest note, it stays on that
low note.
O’Connor: Now, that sentence is divided into two parts, and it con-
tains two distinct tunes. Listeners to our last talk will rec-
ognise the last part of the sentence:
Teacher: ..... it stays on that low note.
O’Connor: - as a high jump. But the first part of the sentence -
Teacher: When the voice has fallen to its lowest note .... When the
voice has fallen to its lowest note ....
O'Connor: - that is definitely a glide up, isn’t it? The voice falls
gradually lower on the stressed syllables until it gets to the
last stressed syllable, note, which starts very low and glides
up. So that it fits into our rule for this tune very well.
Teacher: Oughtn’t we to mention the weak syllables between the
stressed syllables?
O'Connor: Yes, I think we ought There are five stressed syllables in
this sentence: when, voice, fall, low, and note, and between
Unit V
417
them are various weak syllables, the, has, io, Us, and so on.
Well, those weak syllables are governed by the stressed syl-
lable immediately before them, and they are said on exactly
the same note as this stressed syllable. Listen to the sen-
tence said slowly.
Teacher: When the voice has fallen to its lowest note ....
O’Connor: So the stressed syllables are most important in the tune just
as they are in the meaning of the sentence, and the weak
syllables simply follow along the notes which the stressed
syllables have.
Teacher: I think it’s time now to tell the listeners when they must
use this “glide up” - in what kinds of sentences.
O’Connor: Right. Well, first of all, questions which can be answered by
simply saying “Yes” or “No”, like: “Is that quite clear, listen-
ers?” or “Can you come to tea today?” But don’t forget that the
other kind of questions, - ones beginning with an interroga-
tive word and which cannot be answered by a simple “Yes” or
“No”, - they must have a glide down and not a glide up.
Teacher: Questions which can be answered by “Yes” or “No” take a
glide up. Yes, then secondly, there are certain parts of
longer sentences - phrases or clauses which lead on to
something else in the sentence. We’ve already had one ex-
ample in “When the voice has fallen to its lowest note ...”
And you began one of your longer sentences with the
phrase: “Starting on a rather high note ... - Starting on a
- rather high note ... ,” after which there is obviously some-
thing still to be said.
O’Connor: Yes, you must use a glide up for phrases or clauses which
lead on to something else in the sentence. And thirdly, you
use it in requests. For example, “Bring it to me - Bring it
to me,” or “Let me see what you’re doing - Let me see
what you’re doing.” Now if you said these sentences with a
glide down, they would be commands, not requests. You
can change a command, an order, into a polite request
simply by using a glide up instead of a glide down.
Teacher: That makes three classes of sentences which must be said
with a glide up.
Firstly: questions which can be answered by "Yes” or “No”.
Secondly: phrases or clauses which lead on to something else
in the sentence.
Thirdly: polite requests.
O’Connor: And there is also a fourth class which we shall be back
again to explain in detail next time. Good-bye until then.
Make up your own lecture on the topic suggested by the Instructor.
418
Phonetic Practice
SEQUENCE OF TONES
The Simple Sentence.
Intonation of Adverbials
Models:	
- ,Generally, | I '‘come home .early.	—
	
- ‘Generally, | I “come home .early.		—	—
Simple sentences with adverbial phrases at the beginning
are usually divided into two intonation groups. The non-final
intonation group is usually pronounced with the low-rising or
mid-level tone.
e.g. - At ‘‘two o’clock | we will have
pinner.
- At “‘two o’clock | we will have
.dinner.
Adverbial phrases at the end of sentences do not form
separate intonation groups, as a rule, and often remain un-
stressed.
e.g. - We are “‘going .out tonight.
FT1 a) Listen carefully to the following sentences, repeat them in the inter-
vals. Concentrate your attention on the intonation of the adverbials.
Observe the sequence of tones. Repeat the sentences in the intervals.
1.	In the dining-room we have our meals.
2.	On the sideboard the Browns usually have a bowl of fruits.
3.	In front of the host there’s a carving knife and a fork.
4.	On the left of each person is a table-napkin and a plate with a
roll on it.
5.	Next to the piano is a tall bookcase standing against the window.
6.	On the left there is a large window.
Unit V
419
7.	Under the window there’s a radiator.
8.	On the settee there are two cushions.
9.	On the ground floor there’s the dining-room, the lounge or sit-
ting-room, the kitchen and the hall.
10.	In the hall we see a stand for hats, coats and umbrellas.
11.	On this floor there are four bedrooms, a bathroom and a lava-
tory.
12.	On the top of the roof there are three chimneys.
b) Repeat the sentences until they sound perfectly natural to you. Do
not let your Russian pronunciation habits interfere.
EE a) Read the sentences above according to the given models. Observe
the sequence of tones: first Mid-Level + Low Fall, then Low Rise +
Low Fall.
b) Listen to a fellow student reading the sentences. Tell him/her what
his/her errors in intonation are.
Models- On *Sunday | we will be at .home.						
On .Sunday | we will be at .home.	w	.	’’’*
1.	t)n Tuesday we have six lessons.
2.	On Friday they have grammar.
3.	On Tuesday we go to the concert.
4.	On Sunday we have dinner at home.
5.	On the 1st of May we have a holiday.
6.	On the 26th of October I leave for the Urals
7.	On the 18th of November we have a test
8.	On the 9th of May we have no classes.
9.	At 4 o’clock he is at home.
10.	At half past 7 I get up.
11.	At 11 o’clock I am in bed.
12.	At a quarter to 8 I do my morning exercises.
13.	In front of the window there is a flower-bed.
14.	On the ground floor there is a library.
15.	On the first floor there are bedrooms.
16.	For the present he is not here.
17.	In January we have our exams.
18.	At the club we usually meet our friends.
19.	At our faculty there is a good language laboratory.
20.	In September we begin our studies.
420
Phonetic Practice
Adverbial Clauses of Condition and Time
a) Listen carefully to the sentences below and repeat them in the in-
tervals. Concentrate your attention on the intonation of the non-final
adverbial clauses. Observe the sequence of tones.
1.
1.	If you can stay longer, so much the better.
2.	If you wish to bathe, you can hire a hut or a tent.
3.	If you walk, it’ll take you ten minutes or a quarter of an hour.
4.	If you are staying in London for a few days, you’ll have no diffi-
culty whatever in finding somewhere to spend an enjoyable evening.
5.	If you’re not fond of music and singing, opera won’t interest you.
6.	If you want to have a really quiet and healthy holiday, you
must go to the country.
7.	If you take off your coat, I’ll take your measurements.
8.	If I were you, I should make up my mind beforehand.
2.
1.	When winter comes, we’re obliged to spend more time indoors.
2.	As I was going through the book department, I was surprised to
meet an old friend of mine.
3.	When we stay at my brother-in-law’s, we have to work very
hard, but we don’t mind.
4.	After I’ve tried the suit on, the tailor will probably find it neces-
sary to make a few alterations.
5.	When it is as cold as that, it is really very unpleasant.
6.	When Tom died, Mrs. Meadows wrote George about it, but they
never got an answer.
7.	In the afternoon as soon as Mr. Hilton, Roger and Alice came
home, their preparations began.
8.	When I’ve dried myself with a towel, I get dressed.
9.	When the suit is ready, I shall pay for it and get a receipt.
b) Read the sentences above several times until they sound perfectly
natural to you.
Unit V
421
ЕЕ a) Read the sentences according to the model above. Observe the se-
quence of tones.
b) Listen to your fellow student reading the sentences. Tell him/her
what his/her errors in intonation are.
1.	If you go to the country, you’ll enjoy yourself thoroughly.
2.	If you are busy today, you may come tomorrow.
3.	If you don’t know the way ask the militiaman.
4.	If you have to do some shopping, go to the Central Department
Store.
5.	If you take (follow) my advice, you will not regret it.
6.	If you want to see a good play, you should book tickets before-
hand.
7.	If it suits you, come by all means.
8.	If it is not very frosty tomorrow, we shall go skating.
9.	If this play is as good as that one, it is worth seeing.
10.	If you finish your exercise soon, you may go for a walk.
D. FURTHER RHYTHM PRACTICE
... The first exercise in this lesson is a little more difficult. It
is a verse, a serious verse this time, which has exactly the same
pattern of lines and stresses as the limerick, but the number of
unstressed syllables in between the pairs of stressed is sometimes
one and sometimes two, so that the absolute regularity of the
limerick is missing. Nevertheless the stresses still form a drum beat
as before and this beat must be kept going all through the lines.
Give a 'man a 'pipe he can 'smoke...
Give a 'man a 'book he can 'read...
And his 'home is 'bright...
With a 'calm delight...
Though the 'room is 'poor indeed...
In ordinary speaking the number of unstressed syllables be-
tween each consecutive pair of stresses varies considerably. This
is one of the main differences between prose and verse, so it is
important to be able to keep the drum beat of the stresses going
regularly no matter what the number of intervening unstressed
syllables. Here is an exercise designed to help do this. This exer-
cise starts with a sentence containing three stresses with two un-
stressed syllables between each pair, so that the rhythm is quite
simple and regular like the first line of a limerick. Then the sen-
tence is changed so that there is only one unstressed syllable be-
tween the second and third stress, and then again so that there
422
Phonetic Practice
are no unstressed syllables between the second and third stresses.
But in each case there are still two unstressed syllables between
the first and second stresses, so that this exercise helps to main-
tain the regular drum beat of the stresses while varying the
number of unstressed syllables between one of the pairs. There
are four sets of examples here, with three sentences in each set,
so twelve sentences in all. Say each sentence after the speaker,
and try to keep the same rhythm as him.
Can 'anyone 'tell me the 'time?..
Does 'anyone 'know the lime?.. Does ‘anyone 'know Tom?..		
I’m ‘going to	lown	for the 'day.
I’m 'going to	lown	today...
I’m 'going to	'town	'now...
What do you	'want	me to do?..
What do you	'want	to do?..
What do you	*want	done?..
'I’ve got a 'better i'dea...
'I’ve got a 'better 'plan..
'I’ve got a 'good 'plan...
The same type of exercise, but with the number of unstressed
syllables between the first two stresses diminishing, and the two
unstressed syllables between the second and third stresses re-
maining throughout. Again there are four sets of three examples.
I 'didn’t believe it was true...
I 'didn’t think it was 'true...
I 'don’t 'think it was true...
What a 'sensible 'piece of advice!..
What a ‘useful 'piece of adViceL.
What a 'wise 'piece of adVice!..
I’m 'perfectly 'certain you’re 'right...
I’m 'almost 'certain you’re 'right...
I’m 'quite 'certain you’re 'right...
He’s the 'happiest 'man in the tvorld...
He’s the 'nicest 'man in the “world...
He’s the 'best 'man in the 'world...
The rhythm exercises conclude with a long passage of ordi-
nary speech. In ordinary speech the drum beat of the stressed
Unit V
423
syllables does not continue through the whole long passage in
the same time. It varies considerably in tempo, depending on the
number of unstressed syllables between the stresses. If there are a
lot of them the beat of the stresses is slower, if not, the beat is
quicker. But between the pauses - that is, within the small
groups of words all said together, and corresponding as it were
to the lines of a poem - the drum beat is still perfectly regular
Comparing one group of words with another the beat may be
quicker or slower but inside each group that beat is regular. A
final point to note is that unstressed syllables at the beginning of
a group are said rather quickly.
Text
The 'weather in 'England... can 'change 'very 'quickly... 'One 'day
'last Week... I "went for a Walk in the 'country... When I 'started
'early in the 'morning... the *weather was 'beautiful.. The 'sun was
'shining... the 'sky was 'blue... and there were 'no 'clouds at 'all... In
the 'middle of the 'morning... a 'sudden 'change 'came... A 'cool 'wind
'started to 'blow... 'black 'clouds 'covered the 'sun.. and in a Very
'short time... it 'started to 'rain 'heavily... There were 'no 'houses in
'sight... and I had tio 'coat with me... so I got Very Wet in'deed... and
Very 'cold too... 'After about an 'hour... I 'managed to 'catch a 'bus...
which took me 'home... But When I artived... I was ‘shivering and
'sneezing... and I’ve 'had a 'cold 'ever 'since... I 'ought to have 'taken
my 'coat... We 'sometimes 'say... that 'England is the 'only 'country .
where you can have 'four 'seasons in ‘one day...
(From- Stress, Rhythm and Intonation by J D O’Connor. Lesson 2)
E. INTONATIONAL STYLES PRACTICE
EE Listen to the following joke. Mark stresses and tunes. Practise read-
ing it. Prepare the story for reproduction.
One day Mrs. Johnes went shopping. When her husband came
home in the evening, she began to tell him about a beautiful cotton
dress. She saw it in the shop that morning she said and... “And you
want to buy it,” said her husband. “How much does it cost?” “Fif-
teen pounds.” “Fifteen pounds for a cotton dress? That is too much ”
But every evening when Mr. Johnes came back from work his wife
continued to speak only about the dress and at last after a week he
said- “Oh, buy the dress. Here is the money.” She was very happy
But the next evening when Mr. Johnes came home and asked: '“Have
you got this famous dress?” she said: “No.” "Why not?” he asked.
“Well it is still in the window of the shop after a week, so I thought
if nobody else wanted this dress, I don’t want it either.”
424
Phonetic Practice
ш Prepare your own story for reading and reproduction.
Listen to the following poem. Mark stresses and tunes. Memorize it.
Stopping by Woods on a Snowy Evening
by Robert Frost
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep,
But I have promises to keep
And miles to go before I sleep
And miles to go before I sleep.
Listen to the following informational text Pay attention to the pecu-
liarities of spontaneous informational informal monologue. Read it
imitating the intonation on the tape. Then talk about yourself in this
style manner.
... about myself? Well, ehm, I’m forty-five. I’ve been teaching art,
art and design, for twenty-two years, all at the same school, unfortu-
nately, I’d like to move and move on. I’ve been promoted throughout
that time, and so, therefore, I stayed in the same place because the
job has changed, ehm... It’s a wonderful school, I think you’ve
looked round it, and it’s a building that dates from nineteen twenty.
It’s built in Cheshire sunstone and it’s in the Tudor style, ehm, the
mock Tudor style. Well, ehm, there’re about eight hundred pupils in
the girls’ division, and there’s also a boys' division, which has, I
think, just slightly more, perhaps, nine hundred to nine hundred and
fifty, ehm, it’s eh ... we’ve been on holiday now for six weeks and
er with another three weeks to go, and I’m dreading going back but
once I walked through the door, I’ll be all involved and I thoroughly
enjoy it.
UNIT VI
A. TEXT-BASED PHONETIC EXERCISES
Q Listen to the tape that goes with the text of Unit VI. Pay attention
to the delimitation of the text and the accentuation of information
centres. Mark the stresses and tunes. Prepare the text for reading.
2 Practise the sounds in the following words and phrases:
[i] slip, minister, interest, authentic, familiar, window, distance
[i:] street, people, seat, feel
[e] immense, weather, Westminster, empty, authentic, attention
[ae] the Strand, Trafalgar, traffic, mass, Abbey, tangle, palace,
fancy, magic, land
[з:] turn
[л] buses, something, another, number
[a:] last, argue, Parliament, rather, grass, car, park
[u:J through	,
[o] across
”[э:| walk, importance, wander, broad
• [ei] break, grey, wait, made, fade
[ai] fine, Whitehall, Prime, finally, quite, nice, grind, inside,
bright
[au] Houses, about, down, crowded
[еэ] carefully, Square, fairy
[эи] hopeless, negotiate, notice, mostly, old
No devoicing before voiceless consonants:
•	she sauntere<^_tl)rough	• she was tired
Loss of plosion:
•	old tyees	•	would tjtke	•	toward_Jrafalgar
•	about London	•	she did not	notice •	Big Ben
Alveolars replaced by dentals:
•	op the grass	•	ah that
•	Щ thg top of this	park	•	this wag thg last week
•	inside the bus	•	she recognized the Cenotaph
•	down there
426
Phonetic Practice
Pronunciation of the linking [r]:
•	after waiting foy a, break • Westminste^j^bbey
•	Rose did not care alpout them
0 Transcribe the following phrases. Marf stresses and tunes. Intone them.
1.	After waiting for a break in the traffic, she slipped across and
made for Whitehall.
2.	Politics were still to her something men argued about.
3.	There was the river, very broad, an oily look about it.
4	They made her feel tired. Yes, she was tired.
Q Listen to the tape that goes with the dialogue of Unit VI. Pay atten-
tion to the delimitation of the dialogues and the accentuation of infor-
mation centres. Mark stresses and tunes. Prepare the text for reading.
E Practise the sounds in the following words and phrases.
[i]	village, still, city, think
[i:]	people, sleep, mean
[e] expensive
[ae] flats
[a:] park
[d] want, wasn’t
[л] country, lucky, young, London, just, much
[ai] life, excitement, like
[so] ago
No devoicing before voiceless consonants:
•	there was tpo much noise • But London’s tpo expensive
•	I love crowds	• expensive for young people
•	It wasjpo quiet
Loss of plosion:
•	and noise • I don’J lijce pollution • What dp you mean
Alveolars replaced by dentals:
•	people sleep in them
Q Transcribe the following phrases. Mark stresses and tunes. Intone them.
1.	I have got a new job. I’m going to live in London!
2.	Are you?
3.	Oh, I love crowds and noise!
Unit VI
427
4.	What do you mean?
5.	Yes, I know ... and people sleep in them.
6.	Well, I still prefer big cities.
7.	But why?
8.	I was born in a small country village. It was too quiet.
B. FURTHER SOUND PRACTICE
The Vowel [n]
Q	Listen and repeat:
E	off	often	on	Onwash	a long	job got	bottle	want	what’s wrong	sorry holiday	horrible	washing	popular Listen to the following dialogue. Mark stresses and tunes. Read.
	memorize and act out the dialogue. TV Advertisement for ‘Onwash’
Voice A
Mrs. Bloggs:
Voice B:
Voice C:
Voice D:
Voice A:
Voice B:
Voice C:
Voice D:
Everybody:
What’s wrong with you, Mrs. Bloggs?
What’s wrong with me? I want a holiday from, this
horrible job of washing socks!
Buy a bottle of ‘Onwash’, Mrs. Bloggs!
‘Onwash’ is so soft and strong.
You don’t want lots of hot water with ‘Onwash’.
It’s not a long job with ‘Onwash’.
Use ‘Onwash’ often.
You won’t be sorry when you’ve got ‘Onwash’.
Everybody wants ‘Onwash’
‘Onwash’ is so popular!
E
Read and learn the following
Polly, put the kittle on,
Polly, put the kittle on,
Polly, put the kittle on.
We’ll have tea.
rhymes:
Susy, take it off again.
Susy, take it off again
Susy, take it off again
They’ve all gone away.
Sing a song of sixpence,
A pocket full of rye;
Four and twenty blackbirds
Baked in a pie;
When the pie was open’d
The birds began to sing;
Was not that a dainty dish
To set before the king?
***
428
Phonetic Practice
Doctor Foster went to Glo’ster
In a shower of rain;
He stepped in a puddle,
Right up to his middle,
And never went there again.
The Vowel |э:]
EE Listen and repeat:
or	score	four	all	always	footballer
Paul	towards	audience	forward	George	the ‘Roarers’
awful	airport	reporter	forty	walking	York
ГП Listen	to the dialogue. Mark		stresses and	tunes. Read,	, memorize and
act out the dialogue.
Sports Report from Channel 4
Announcer: This morning the ‘Roarers’ football team arrived back
from York. Paul Short is our sports reporter, and he
was at the airport.
Paul Short: Good morning. This is Paul Short. All the footballers
are walking towards me. Here’s George Ball, the goal-
keeper. Good morning, George.
George Ball: Good morning. Are you a reporter?
Paul Short: Yes, I'm from Channel 4. Please tell our audience
about the football match with York.
George Ball: Well, it was awful. We lost. And the score was four
forty-four. But it wasn’t my fault.
Paul Short: Whose fault was it?
George Ball: The forwards’.
Paul Short: The forwards’?
George Ball: Yes. The forwards’. They were always falling down or
losing the ball!
E Read and learn the following phrases, proverbs and rhymes:
1.	George was born in August.
2.	I saw more than forty horses.
3.	Her naughty daughter Maud is at fault.
4.	Of all the saws I ever saw, I never saw a saw as that saw saws.
Unit VI
429
Little Jack Horner	He put in his thumb,
Sat in a corner,	And pulled out a plum,
Eating his Christmas pie; And said: “What a good boy am I."
The Diphthong [di]
EE Listen and repeat:
toy	annoying	Joyce	enjoy
boiling	voice	noisiest	pointing
Rolls Royce	destroyed	spoilt	boy-friend
Listen to the following dialogue. Mark stresses and tunes. Read,
memorize and act out the dialogue.
Joyce’s Rolls Royce
(Joyce takes her Rolls Royce to the garage.)
Garage Boy: What a terrible noise!
Joyce: Er?
Garage Boy: (raising his voice) What a terrible noise! This is- the
noisiest Rolls Royce I’ve ever heard.
Joyce: (pointing) It’s out of oil.
Garage Boy: Out of oil? And look! The water’s boiling. Madame, a
Rolls Royce isn’t a toy. Perhaps you’ve spoilt the mo-
tor or even destroyed it.
Joyce: How annoying! While you’re changing the oil, I’ll go
and visit my boy-friend, Roy.
The Consonant [e]
EE Listen and repeat:
fin - thin
taught - thought
moss - moth fought - thought
thank you	Ethel	Judith	thought	author
worth	thousand	nothing	Mr. Smith	thirsty
something	the Smiths’	Thursday	birthday	Edith
thirty-three	mathematician	months		
430
Phonetic Practice
EE Listen to the following dialogue. Mark stresses and tunes. Transcribe
it. Read, memorize and act it out.
Gossips
Judith: Edith Smith is only thirty
Ethel: Is she? I thought she was thirty-three.
Judith: Edith’s birthday was last Thursday.
Ethel' Was it? I thought it was last month.
Judith: The Smiths’ house is worth thirty thousand pounds.
Ethel Is it? I thought it was worth three thousand
Judith: Mr. Smith is the author of a book about moths.
Ethel: Is he? I thought he was a mathematician.
Judith: I’m so thirsty.
Ethel: Are you? I thought you drank something at the Smiths’.
Judith: No. Edith gave me nothing to drink.
Ethel. Shall I buy you a drink?
Judith: Thank you.
D Listen and repeat:
•	The third Thursday of this month is the sixteenth.
•	Thirty-three thousand three hundred and thirty-three.
•	These are three brothers, these are their father and mother, this is
their other brother.
•	Wealth is nothing without health.
•	First think then speak.
•	Three things on this side and six things on that side
•	That fish has a fat fin, this fish is a fish that has a thinner fin
than that fish.
The Consonant Id]
EE Listen and repeat:
the	together	another	this	leather	smoother
that	feathers	rather	clothes	Miss Brothers
EE Listen to the following dialogue. Mark stresses and tunes. Transcribe
it. Read, memorize and dramatize it.
The Hat in the Window
Miss Brothers: I want to buy the hat in the window.
Assistant There are three hats together in the window, Madam
Do you want the one with the feathers?
Unit VI
431
Miss Brothers: Assistant: Miss Brothers:	No. The other one The small one for three pounds? No. Not that one either. That one over there. The leather one
Assistant:	Ah! The leather one. Now this is another leather hat, Madam. It’s better than the one in the window It’s a smoother leather.
Miss Brothers:	I’d rather have the one in the window. It goes with my clothes.
Assistant:	Certainly, Madam. But we don’t take anything out of the window until three o’clock on Thursday.
23 Listen and	repeat: Here we go round the mulberry bush, The mulberry bush, the mulberry bush, Here we go round the mulberry bush, On a cold and frosty morning. This is the way we wash our hands, Wash our hands, wash our hands, This is the way we wash our hands, On a cold and frosty morning.	
•	This is the way we wash our clothes, Wash our clothes, wash our clothes, This is the way we wash our clothes, On a cold and frosty morning.
The Consonant [1|
ГП Listen and repeat:					
Bill	help	uncle	Paul	myself	bicycle
tell	holding	careful	fall	difficult	beautiful
pull	salesman	sensible	I’ll	a spoilt child	little
small	always	gentleman	fault		
miserable, beautiful, wonderful
comfortable, unusual, uncomfortable
needle, candle, apple
small, little, horrible
F71 Read and memorize the following rhymes:
Little Betty Blue	Why, give her another,
Lost her holiday shoe.	To match the other,
What will poor Betty do?	And then she may walk	in two.
432
Phonetic Practice
Mary had a little lamb,
With fleece as white as snow;
And everywhere that Mary went,
The lamb was sure to go.
It followed her to school one day,
Which was against the rule.
And made the children laugh and play,
To see a lamb at school.
And so the teacher turned it out,
But still it lingered near,
And waited patiently about,
Till Mary did appear.
“What makes the lamb love Mary so?”
The eager children cry.
“Why, Mary loves the lamb, you know.”
The teacher did reply.
C. FURTHER INTONATION PRACTICE
Intonation of the Author’s Words
?
Unit VI
433
The Author’s Words Following Direct Speech
The author’s words which follow the direct speech are
usually pronounced as an unstressed or half-stressed tail of the
preceding intonation group.
Models: “I’m "’not .ready,” he said.
“Is ’’this for ,me?” he asked with
surprise.
If the tail gets longer, it may form a separate intonation-
group. In this case it is stressed and is pronounced with the
samg nuclear tone as the preceding intonation group but on a
lower pitch level.
e.g.: “I’m .sorry,” | a.gain repeated the .landlord.
If the author’s words form two or more intonation groups,
the first of them is a separate intonation group attached to the
preceding one. The second and the third are always stressed
and pronounced each on a lower pitch level. The nuclear tone
of the final intonation group is usually that of the sentences in
the direct speech. The non-final intonation groups may be pro-
nounced either with the low-rising tone or with the low-falling
tone according to their semantic importance.
e.g.-. “What a .pity!” was all I said | when he .broke a .glass.
“’“Do you ЧЫпк 'that’s .fair?” she asked, | .looking at me
with surprise.
434
Phonetic Practice
FF1 a) Listen carefully to the following sentences. Concentrate your atten-
tion on the intonation of the author’s words following direct speech.
1.	“I don’t know,” he said quietly.
2.	“What’s it for?” he inquired in a whisper.
3.	“Come here,” she ordered in a sharp voice.
4.	“It isn’t mine,” he said for the second time.
5.	“Give it to me,” she said with a smile.
6.	“You’ve dropped it On the floor,” he complained to her.
7.	"You’ll have to put a stamp on,” he explained in his best French.
8.	“Come here!” commanded the captain in a loud voice
9.	“Be back in half an hour,” she reminded him sternly.
10.	“You’ve made the same mistake again,” the teacher complained
with a frown.
11.	“It’s nearly ten o’clock,” she observed glancing at her watch.
12.	“What a pity!” was all I said when he broke a glass.
13.	“Quite right,” he added nodding his head.
14.	“Pleased to meet you,” he said holding out his hand.
15.	“I think it’s going to rain,” he remarked looking up at the black sky
16.	“I must put some coal on the fire,” she remarked getting up
from her chair.
17.	“We really must be going now,” she said getting up out of her chair.
18.	“I disagree,” said the next speaker rising to his feet.
19.	"Stop it!” shouted the little girl to her brother.
20.	“It’s not possible,” was the opinion he offered after a moment’s
thought.
21.	“It’s rather expensive,” she remarked looking in the shop window.
22.	“You don’t mean it, Madam,” said the girl, and there was pain
in her voice.
b)	Listen to the same sentences and repeat them in the intervals. Pro-
nounce the author’s words on a low pitch level.
c)	Repeat the sentences until they sound perfectly natural to you.
Unit VI
435
ЕЕ Listen to a fellow student reading the sentences. Tell him/her what
his/her errors in the intonation of the author’s words are.
EE Read the following sentences according to Model 1 above. Concen-
trate your attention on the author’s words following direct speech:
1.	“What have we got to eat, Mum?” asked Robert.
2.	“It’s going to pour,” said Nora.
3.	“It’s much fresher here than in London,” said Mrs. Hilton.
4.	“My husband is coming in a moment,” said Mrs. Martin, taking
off her hat.
5.	“I like your house very much. It’s the quietest I know,” she said,
looking at her friend with a smile.
6.	“It hasn’t rained since Sunday,” she said, looking out of the
window.
7.	“It’s dry enough to sit on the grass,” she said spreading the ta-
ble-cloth.
8.	“Don’t be too quick about spreading that table-cloth, Nora. I
felt a spot of rain,” said Harry, looking up at the sky.
9.	“Well, I am glad he came back,” said Mrs. Meadows with a faint
smile.
10.	“Oh, Robert, you can’t believe how much I’ve enjoyed that won-
derful play!” exclaimed Jean as they were leaving the theatre.
EZ3 a) Listen carefully to the following sentences. Concentrate your atten-
tion on the intonation of the author’s words.
Model 2:
“Is ^this for ,me?” he asked with _____________
surprise.	e	"
“Is ’’that all jight?” she asked |	________
,showing him the Jetter.	•		° • • ----
1.	“Do you really think so?” she said excitedly.
2.	“I hope you don’t mind,” she remarked apologetically.
3.	“It’s the best you can do,” she explained to them.
4	“Did you meet him?” she inquired at once.
5.	“Do you think it’s true?” they kept on asking.
6.	“Would you like a cup of tea?” she said with a smile.
7.	“Will you wait for me?” she called from upstairs.
8.	“Please, take one,” she said invitingly.
9.	“Shall we ask him too?” they whispered to one another.
436
Phonetic Practice
10.	“It’s not so bad,” he said at last.
11.	“Did you hear?” he repeated with an angry frown.
b)	Listen to the same sentences and repeat them in the intervals. Imitate
the intonation on the tape.
c)	Repeat the sentences until they sound perfectly natural to you.
EE Listen to a fellow student reading the sentences. Tell him/her what
his/her errors in the intonation of the author’s words are.
EE Read the following sentences according to Model 2 above. Concen-
trate your attention on the intonation of the author’s words following
direct speech:
1.	“Do you think it’s too damp to sit on the grass?” asked Nora.
2.	“Does this bus go to Trafalgar Square?" asked the man. “Can I
get there by the metro?” he asked.
3.	“Have you ever been married, Captain Meadows?” I asked.
4.	“Would you like to go to the theatre with me?” asked Nick
handing the ticket to his friend.
5.	“Have you ever been to that museum?” asked the guide, pointing
to an old building across the street.
6.	“Is there a bus from here to Trafalgar Square?” asked the man,
standing on the platform.
EE Read the following according to Models 1 and 2 above:
a)	“Tickets, please!” called the attendant as they entered the hall.
“You’ve got them, haven’t you, Emily?” asked Miss Green.
“Yes, of course!” her friend answered, handing them to the at-
tendant.
“This way, please,” he said going on ahead of them.
b)	“And how are you today?” smiled the doctor, entering the little
girl’s room.
“All right, thank you,” she answered, looking at him timidly.
“Open your mouth!” he said, bending over her bed. “Now say
Ah!” he added, as he peered down her throat.
.“Do you think she’s better, doctor?” asked the mother.
“She’ll be all right in a day or two,” the doctor replied with an
encouraging smile.
Unit VI
437
The Author’s Words Preceding Direct Speech
The author’s words introducing the direct speech form an
intonation group and are usually pronounced with the mid-
level, low-falling or low-rising nuclear tone.
EE a) Listen carefully to the following sentences. Concentrate your atten-
tion on the intonation of the author’s words preceding direct speech.
Model 1:
My ^mother *said: | “You “‘look
,tired.”
1.	He said: “They were very glad to get a letter from you.”
2.	He asked: “What else can I do for you?”
3.	George said: “Let’s go to London early on Wednesday morning.”
4.	He said: “I want two stalls if you’ve got them.”
5.	She said: “They’ll do very well.”
6.	He said: “I don’t quite like the final scene in the play.”
b) Listen to the same sentences and repeat them in the intervals. Pro-
nounce the author’s words with the mid-level tone.
c) Repeat the sentences until they sound perfectly natural to you.
□ Listen to a fellow student reading the sentences. Tell him/her what
his/her errors in the intonation of the author’s words are.
438
Phonetic Practice
FF1 Read the following sentences according to Model 1. Concentrate your
attention on the intonation of the author’s words preceding direct
speech:
1.	He said: “You are wrong.”
2.	She said: “Don’t hurry. The performance is not over.”
3.	They said: “We enjoyed ourselves at the party.”
4.	He said: “There is no doubt she tells the truth.”
5.	He said: “She accepted the invitation.”
6.	They say: “Our seats were far from the stage.”	*
7.	They said: “The best seats at theatres are those in the stalls.”
a) Listen carefully to the following sentences. Concentrate your atten-
tion on the intonation of the author’s words preceding direct speech.
Model 2:		
The ’’teacher .said: | “’Stand .up.”		•		
1.	He said: “They were very glad to get a letter from you ”
2.	He asked: “What else can I do for you?”
3.	George said: “Let’s go to London early on Wednesday morning.”
4.	He said: “I want two stalls if you’ve got them.”
b) Listen to the same sentences and repeat them in the intervals. Pro-
nounce the author’s words with the low-falling tone.
c) Repeat the sentences until they sound perfectly natural to you.
EE Read the following sentences according to Model 2 above. Concen-
trate your attention on the intonation of the author’s words preceding
direct speech.
1.	She said: “I haven’t laughed so much for a long time.”
2.	He said: “Show your tickets to the attendant inside the theatre.”
3.	She said: “The play isn’t over till half past five.”
4.	He said: “She’ll show you to your seats.”
EE a) Listen carefully to the following sentences. Concentrate your atten-
tion on the intonation of the author’s words preceding direct speech.
Model 3:
She .said: | “The ’’acting was .excel-
lent.”
Unit VI
439
1.	She said: “They’ll do very well.”
2.	He said: “I don’t quite like the final scene in the play.”
3.	They said: “Our seats were in the orchestra stalls and we saw
the stage well.”
4.	She said: “The play is worth seeing.”
b)	Listen to the same sentences and repeat them in the intervals. Pro-
nounce the author’s words with the low-rising tone.
c)	Repeat the sentences until they sound perfectly natural to you.
EE Read the' following sentences according to Model 3 above. Concen-
trate your attention on the intonation of the author’s words preceding
direct speech:
1.	She said: “I like drama and ballet, but I don’t quite like opera.”
2.	He said: “The attendant showed us to our seats and gave us the
programme.”
3.	She said: “Please book two more tickets for me.”
4.	He said: “Would you like to go to the theatre with me?”
5.	The attendant said: “Would you like the programme?”
6.	She asked: “What do you think of the play?”
7.	She asked: “Have you got any seats for tomorrow?”
8.	She said: “The acting was excellent.”
Efl Read the following text. Express proper attitudes. Concentrate on the
intonation of the author’s words:
“I’ve come up to talk to you,” my mother said, “while you are
getting ready. Who’s going to be at the party?”
“I don’t know,” I said.
“Will you enjoy it?” my mother asked.
“I hope so,” I said.
“You’ve only got fifteen minutes,” my mother said.
“Yes, I know.”
“Can I help you?” my mother asked.
“No, thanks awfully,” I said.
“Will Betty be there?”
“No,” I said.
“Why not?”
“Because the people giving the party don’t know her.”
“That’s funny,” my mother said. “I wonder why they don’t. Isn’t
that funny, their not knowing her?”
“Why?”
440
Phonetic Practice
“Well because it is,” my mother said. “Why don’t you intro-
duce her to them? They’d like her I’ve always liked Betty... I like
that dress. It suits you. It doesn’t make you look old like some of
the things you wear. What on earth are you doing to your hair?”
“Putting it on top.”
“Oh, I don’t like that,” my mother said. “Why are you doing
it like that?”
“I like it.”
“Your father won’t like it,” my mother said. “Good heavens,
your stockings are transparent ”
“Yes.”
“What’s the good of wearing transparent stockings if your legs
are blue?” my mother asked. “Are you going to wear your boots
and take your shoes with you in a bag?”
“No,” I said.
“You’ve only got five minutes now,” my mother said.
“Yes, I know.”
“Will Sammy be there?” my mother asked.
“I think so.”
“Oh good,” my mother said. “I hope you’ll be nice and polite
to him. You will, won’t you?”
“Yes.”
“Yes, try,” my mother said. “Would you like him to come to
tea?”
“No.”
“Oh, all right,” my mother said. “But I think you’re very silly,
that’s all I remember I didn’t really like your father very much
when I first met him, but you won’t take any notice of anything I
can say. Can you walk in these shoes?”
“Yes.”
“You are going to be late, aren’t you?” my mother said.
“Yes.”
“Oh!” my mother cried. “You’re not wearing your cardigan.
Why have you taken it off? Why aren’t you wearing your cardi-
gan?”
“Because I am not going to,” I said.
“You’ll be sorry,” my mother said, “when the others will be
all enjoying themselves and you will be sitting near the fire with
your teeth chattering and a red nose. Sammy won’t find that at-
tractive.”
“I’m ready now,” I said. “Good-bye.”
“Enjoy yourself, good-bye.”
Unit VI
441
D. INTONATIONAL STYLES PRACTICE
FT1 Listen to the poem. Mark stresses and tunes, then memorize it.
SONNET
Composed upon Westminster Bridge
by William Wordsworth
Earth has not any thing to shew more fair:
Dull would he be of soul who could pass by
A sight so touching in its majesty:
This City now doth like a garment wear
The beauty of the morning; silent, bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky;
All bright and glittering in the smokeless air.
Never did sun more beautifully steep
In his first splendour, valley, rock or hill;
Ne’er saw I, never felt, a calm so deep!
The river glideth at his own sweet will:
Dear God! the very houses seem asleep;
And all that mighty heart is lying still!
EE Listen carefully to the dialogue. Mark stresses and tunes. Underline
the informational centres. Read and narrate the story.
Tony: Did I ever tell you about the ... time that I moved to Ireland
with my family?
Leo: No.
Tony: Well, my father was still ... learning to drive a car at the
time ... er ... so he wasn’t feeling too confident ... (Mm) when
the ... the ferry docked in Belfast and the car was unloaded.
Anyway, we set off and ... er ... haha ... he became more and
more uncomfortable because ... well, what happened was ... er
... everywhere we went, people started to point at the car and
laugh. Well, my dad was getting more and more agitated
really You can guess ... how he felt, trying to drive in a ...
in a strange city when he .. wasn’t too sure what he was
doing or ... or where he was going ... (Mm) or indeed why
everyone was laughing at him. He wanted to know what the
fuss was all about, so ... eventually he stopped the car ... er
... got out and spoke to a group of women who were stand-
ing on the pavement and asked them just what was so
442
Phonetic Practice
amusing. Well, the explanation was really quite simple ... urn
... at that time they didn’t have a ... a driving test in Ireland
(ОЛ!) So no one was used to seeing Learner plates ... (Haha\)
stuck all over a car - foreigners and their ... and their funny
ways, you see. (Yeah ... yeah) So, well, to cut a long story
short, my dad went straight down to the post office and
bought himself a driving licence.
Leo: Bought himself a driving licence?
Tony: Yes. I mean, you could just pay the money over the counter
and walk away with a licence.
Leo: Good heavens!
Tony: And ... er ... he never has taken a test - he’s seventy-three
now ... (Mm) he’s still happily driving his car. (Yeah) Mind
you, he’s never ... he’s never been a very good driver!
Leo: Haha.
Tony: Haha.
UNIT VII
A. TEXT-BASED PHONETIC EXERCISES
Q Listen to the tape that goes with the text of Unit VII. Pay attention
to the delimitation of the text and the accentuation of information
centres. Mark stresses and tunes. Prepare the text for reading.
Practise the sounds in the following words and phrases:
[i:] keep, week, need, each, these, read, sleep, keys
[i] with, it, things, list, this, fit, its
[e] text, steps, tell, next, best, methods, them, schedule, energy,
estimate, whether
[ae] can, have, languages, stack
[a:] start, can’t, chart, mark, cards
|o] on, positive, constantly, what, longer, projects, foreign,
want, proper, follow
[or] all, towards, important, more, always
[u] good, should, full, look, put, book
1л] some, thus, much, subject, study, come
[ei] basic, waste, save, make, paper, later, stay
[эо] don’t, know, goal, won’t, notes, own
[ai] time, finally, isolated, mind, title, guideline
[rj] studying, forgetting, meaning, working, interesting, thinking,
copying, spelling, taking, writing, staying, learning, knowing
No devoicing before voiceless consonants:
• goo(l_sjudying
•	you should sjart
•	with positive
•	goo,d_fpr
•	good thjng
•	with facts
•	guidelines tp follow
•	keys_tp learning
•	means proper diet
Alveolars replaced by dentals:
• use them
• important thjngs
• but thp final
Loss of plosion:
• the text_ppints out • important tp read
• want to learn
444
Phonetic Practice
No glottal stop:
•	an(l_ejijoyable	•
•	point§ ouj for each •
•	it_i£_important	•
•	af upfamiliar	•
•	look UR a, word
•	put a^ mark	•
•	beside it	•
keep a, list
stack of cards
resist it
not eyery scrap
of information
i|i_a, lecture
froip a, book
•	note§_ip
•	writing a paper
•	haye jts title
•	list_ip
•	recreation each day
Ц Transcribe the following phrases, mark stresses and tunes, intone them:
1.	Studying can be interesting and enjoyable.
2.	This text points out some basic steps towards good studying.
3.	Try to guess at unfamiliar words.
4.	Use the list of marked words as a study list.
5.	The temptation to overload yourself with facts is strong.
6.	Study regularly and keep fit.
7.	Knowing how to study will help you in many ways and not only
in college.
Q Listen to the tape that goes with the dialogue of Unit VII. Pay attention
to the delimitation of the dialogue and the accentuation of information
centres. Mark stresses and tunes. Prepare the dialogue for reading.
Practise the sounds in the following words and phrases:
[i:] mean, people, each, these, between, legal, speak, three, easily
[i]	England, English, Britain, British, this, is, million, live, dif-
ferent, originally, Italy, its, fifth, history, which, into, differ-
ences, system, still, influenced
[e] many, men, very, Welsh, Celts, next, Denmark, century,
gets, every, anything, else, education, less, spread, developed,
Netherlands
[эе] inhabited, Britannia, Angles, Saxons, land, hand, language,
accents
[n] foreigners, Scotland, not, what, Scottish, from, origins, ob-
viously
[o:J Northern, all, calling, Norway, Normans, of course, more,
form, quarter, although, taught-
[u:] two, who, schoolchild, schools, understood
[л] one, other, suffered, country, encouraged
[з:] certainly, Germany
[ei] say, they, eight, Wales, makes, came, invasions, gave, name,
date, invaded, remained
[эо] ago, Romans, knows, drove, most, spoke
Unit VII
445
[au] about, thousand, now, found, however
[ai] five, Irish, isles, Vikings, arrived, ninth, survive
[ni] annoying, point
[еэ] there, various, their
No devoicing before voiceless consonants:
• foreignergjs^y
•	the Romang cgme
•	arrived from
•	invaded from
•	differences_tp be
found
survives_tpday
No glottal stop:
•	eagh o.ther
•	anything else
difference§_jn_education
mos^_obviously
•	apd Ijish
•	special accents
B. FURTHER SOUND PRACTICE
The Diphthong [au]
Q Listen and repeat:
Ow!	ground	out	our	now	Brown mouse	ours	town	lounge	house	our house found	loudly	shouting	round	upside-down	couch		
Q Listen to the following dialogue. Mark stresses and memorize the dialogue.	tunes. Read	and
A Mouse in the House		
Mrs. Brown: (shouting loudly) I’VE FOUND A MOUSE! Mr. Brown: Ow! You are shouting too loudly. Sit down and don’t shout! Mrs. Brown: (sitting down) I’ve found a mouse in the house. Mr. Brown: A brown mouse? Mrs. Brown: Yes. A little round mouse. It’s running around in the lounge. Mr. Brown: On the ground? Mrs. Brown: Yes. It’s under the couch now. Mr. Brown: Well, get it out. Mrs. Brown: How? Mr. Brown: Turn the house upside-down. Get it out somehow. We don’t want a mouse in our house. Ours is the cleanest house in the town!		
446
Phonetic Practice
2 Read and learn the following limerick and chant. Pay attention to
the pronunciation of the vowel [au].
There was an Old Man of the South,
Who had an immoderate mouth;
But in swallowing a dish,
That was quite full of fish,
He was choked, that Old Man of the South.
Downtown Bus
Downtown. Downtown bus. Downtown. Downtown bus.	Is this the downtown bus? Yes, it is. Is this the downtown bus? Yes, it is. Is this the downtown bus? Yes, it is. Does this bus go downtown? Yes. Yes, it does.
The Consonant [j]
Q Listen and repeat:
[s] sea - Sue -	[fl she shoe	[s]	[J] sip - ship ass - ash		[s]	[f] Russ - rush puss - push
sheets	Shaw	washing	Swedish	shall
shake	machine	English	shop	show
special	shrunk	shut	shirts	Marsh
finished	shouldn’t	sure	wish	demonstration
FT*1 Listen and repeat:				
television	garage		casual	clothes
treasure	measuring		an unusual collision	
ED Listen to the following dialogue. Mark stresses and tunes. Read and
memorize it.
A Special Washing-Machine
Mrs. Marsh: Does this shop sell washing-machines?
Mr. Shaw: Yes, this is the newest washing-machine, Madam.
Mrs. Marsh: Is it Swedish?
Unit VII
447
Mr. Shaw: No, Madam. It’s English.
Mrs. Marsh: Please show me how it washes.
Mr. Shaw: Shall I give you a demonstration? Here are some sheets
and shirts. You put them in the machine. You shut the
door. And you push the button.
Mrs. Marsh: The machine shouldn’t shake like that, should it?
Mr. Shaw: Washing-machines always shake, Madam. Ah! It’s fin-
ished now.
Mrs. Marsh: But the sheets have shrunk, and so have the shirts.
Mr. Shaw: Do you wish to buy this machine, Madam?
Mrs. Marsh: I’m not sure.
EE Read and learn the following tongue-twister concentrating on the [J]
sound.
She sells shells on the seashore,
The shells she sells are seashells, I’m sure.
For if she sells seashells on the seashore,
Then I’m sure she sells seashore shells.
EE Read the following phrases concentrating on the [3] sound. Mark
stresses and tunes.
1.	Reading Treasure Island is a real pleasure.	.
2.	The men measured the garage.
3.	Who made the decision to drive my Pegeot?
4.	The children are learning to do division.
5.	The optician says that my vision is perfect.
6.	They spend all their money and make no provision for the fu-
ture.
7.	Soil erosion by rain and wind is a serious problem here.
The Consonant [hj
EE Listen and repeat:
a)	(no sound) - [h]
ill - hill eel - heel and - hand	old - hold ear - hear		eels - heels and - hand eye - high		art - heart ow - how air - hair
	eye	- high			
b) hit	hello	having	horrible	horse	perhaps
Hilda	Helen	happened	how	heard	behind
Mrs. Higgins	husband	hospital	house	hope	unhappy
448
Phonetic Practice
ГП Listen to the following dialogue. Mark stresses and tunes. Memorize it.
A Horrible Accident
Helen: Hello, Ellen.
Ellen' Hello, Helen. Have you heard? There’s been a horrible accident
Helen: Oh, dear! What’s happened?
Ellen: Hilda Higgins’ husband has had an accident on his horse.
Helen: How awful! Is he injured?
Ellen: Yes. An ambulance has taken him to hospital.
Helen: How did it happen?
Ellen: He was hit by an express train. It was on the crossing jusl
behind his house.
Helen' How horrible!
Ellen: He’s having an important operation in hospital now. Poor
Hilda! She’s so unhappy!
Helen Perhaps he’ll be all right.
Ellen I hope so.
C. FURTHER INTONATION PRACTICE
(LOW PRE-HEAD +) FALL-RISE (+ TAIL)
Stress-and-tone marks in the text: Fall-Rise: [J.
e.g.'. — vYes. ,General,ly. Well, J don’t ,think so.
This intonation pattern is used in statements expressing
concern, reproach, contradiction, correction, hurt feelings, some-
times soothing.
The Fall-Rise is also used in non-final intonation groups
or in sentences of different communicative types instead of the
Unit VII
449
low-rising nuclear tone to draw particular attention to one of
the words for the purpose of contrast or to intensify the sig-
nificance of the communicative centre.
e.g.:	- I wish we’d left earlier.
- It’s so hot in this room.
- You’ll be thirty-five soon.
- That wasn’t my fault.
— I don’t think so.
— Thirty-four.
Fall-Rise Spread Over Two Syllables
Model:
— .Some.times.
The fall of the voice starts from a fairly high or medium
pitch and usually ends rather low. The rise begins very low
and doesn’t go up too high.
EE Listen carefully to the following
your attention on the intonation
conversational situations. Concentrate
of the
replies.
Verbal Context
Response
I thought they all took one.
Can Bill and Jack come to tea?
Have Bob and Jane arrived?
I’ve passed my driving test.
I don’t think she’s at all nice.
Statements
(expressing concern, hurl
feelings, reproach, contradic-
tion. correction, contrast)
Ann did.
Bill can.
Jane’s here.
That’s good.
I do.
Fall-Rise Spread Over a Number of
Syllables
Model:	— .He can .manage it.
In this case the fall is on the stressed syllable and the rise is
separated from the fall by one or more syllables. The syllables
between the fall and the rise are always on a very low level.
450
Phonetic Practice
EE Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
Verbal Context
Response
- Can you play chess?
I think they’d all agree.
- Have you finished?
- But you aren’t free on Sundays.
- So you all thought him guilty.
Statements
(expressing concern, hurt
feelings, reproach, contradic-
tion. correction, contrast)
- Once I could.
Stephen would.
- Practically.
- Usually I am not.
- I didn’t think he was.
Fall-Rise Only
Model:	— vNo.	
The fall may start with a fairly high or medium tone
and generally ends rather low It occurs on the first part of
the vowel. The rise begins very low and doesn't go up too
high. It occurs on the second part of the vowel or on the
following sonorant.
EE Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
Verbal Context
- There were seven boys there.
- This is Hilda’s book.
(Attracting attention)
Response
Statements
(expressing concern, hurl
feelings, reproach, contradic-
tion, correction, contrast)
— Six./Eight./Nine.
- Mine./John’s./Jack’s.
- John./Tom./Mark./Ann.
Unit VII
451
Intonation of Parentheses
Parentheses at the Beginning of the
Sentence
When the speaker doesn’t attach any importance to the
parenthetical words at all, they do not form a separate intona-
tion group and are often unstressed and pronounced very
quickly.
e.g. - “‘Well, I .do.
If the speaker attaches more importance to the parentheses,
they form an intonation group. In this case they are stressed
and are pronounced with any nuclear tone: Low Fall, Low Rise.
Mid-Level or Fall-Rise.
eg. - .Well, | I .do.
-	To "ЧеП you the ,truth, | I ^don’t want to .go there.
-	>Well, | I .do.
—	For my .own .part, | I should Jove it.
452
Phonetic Practice
Model 1:	— Well jes.		
	- Well j es.			
EE Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies:
Verbal Context
- By the way, do you play -
billiards?
- I say, what are you and -
your sister going to do for
your holiday this year?
- And what do you think of -
London, Mrs. Thompson?
- It’s my book.	-
Response
Well, I do, but of course, I’m
not a professional or a champion.
Well, I don’t know.
Oh, I think it’s a wonderful
place.
Well take it, then.
ES Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
Verbal Context	Response
(Starting a conversation) — Well, what’s the news, Mr. White?
— Well, what did you think of the play?
— Well, what’s the matter with you, Mr.
Walker?
Unit VII
453
- I hope you’ll have a -
comfortable journey.
- What about indoor	-
games?
- There are plenty of	-
good hotels in Lon-
don.
- What day was before -
yesterday?
- And how do you like -
our weather?
- And how are things —
with you?
Well, I’ve still got a few minutes to
spare, so I’ll go and get myself a
novel ...
Well, there’s chess, billiards, cards.
Still, you don’t want to be disap-
pointed, especially during the holiday
season.
Monday. As it happens last Monday
was my birthday.
Well, it’s rather changeable, isn’t it?
Well, not too good, I’m afraid.
E Read and retell the following joke, concentrating on the intonation of
parentheses.
Politeness
Mother: Which apple do you want, Tom?
Tom: The biggest one.
Mother: Why, Tom, you should be polite and take the little one.
Tom: Well, Mamma, should I lie just to be polite?	*
EE Make up sentences using the following parenthetical words and
.phrases. Use them in conversational situations.
I.	Well, you see ... .
2.	You know ... .
3.	Oh, ... .
4.	Look here ... .
5.	Come, ... .
6.	Why, ... .
7.	I say, ... .
8.	Still, ... .
9.	Now, ... .
10.	Then, ... .
11.	Of course, ... .
12.	Fortunately, ...
13.	Normally, ... .
14.	Fortunately, ...
15.	However, ... .
16.	I’m sorry to say, ...
D. INTONATIONAL STYLES PRACTICE
EE Listen to the fairy tale “Little Red-Cap”. Mark stresses and tunes.
Concentrate on such important speech signals as rhythm, tempo,
pause and pitch change. Listen particularly to how the speaker helps
listeners feel the special atmosphere of magic and suspense. Pay at-
tention to phonostylistic devices used for creating the vivid images of
Little Red-Cap, her grandmother and the wolf.
454
Phonetic Practice
m Now read the text. Make sure you use specific rhythmic and pitch
characteristics.
Little Red-Cap
Once upon a time there was a dear little girl who was loved by
everyone who looked at her, but most of all by her grandmother;
and there was nothing that she would not have given to the child.
Once she gave her a little cap of red velvet, which suited her so
well that she would never wear anything else, so she was always
called “Little Red-Cap”.
One day her mother said to her. “Come, Little Red-Cap, here is
a piece of cake and a bottle of wine. Take them to your grand-
mother. She is ill and weak, and they’ll do her good. Set out before
it gets hot, and when you are going, walk nicely and quietly and do
not run off the path or you may fall and break the bottle and then
your grandmother will get nothing; and when you go into her room,
don’t forget to say “Good morning” and don’t peep into every corner
before you do it.”
“I will take great care,” said Little Red-Cap to her mother and
gave her hand on it.
The grandmother lived out in the wood, half a league from the
village, and just as Little Red-Cap entered the wood, a wolf met her.
Little Red-Cap did not know what a wicked creature he was. and
was not at all afraid of him.
“Good day, Little Red-Cap,” said he
“Thank you kindly, wolf.”
“Whither away so early, Little Red-Cap?”
“To my grandmother’s.”
“What have you got in your apron?”
“Cake and wine; yesterday was baking day, so poor sick grand-
mother is to have something good to make her stronger.”
“Where does your grandmother live, Little Red-Cap?”
“A good quarter of a league farther on in the wood; her house
stands under the three large oak trees, and the nut trees are just be-
low; you surely must know it,” replied Little Red-Cap.
The wolf thought to himself: “What a tender young creature!
What a nice plump mouthful. She will be better to eat than the old
woman. I must act craftily, so as to catch both.” So he walked for a
short time by the side of Little Red-Cap, and then he said: "See, Lit-
tle Red-Cap, how pretty the flowers are about here why do you
not look around? I believe, too, that you do not hear how sweetly
the little birds are singing; you walk gravely along, as if you were
going to school, while everything else here out in the wood is merry.”
Little Red-Cap raised her eyes, and when she saw the sunbeams
dancing here and there through the trees and pretty flowers growing
Unit VII
455
everywhere, she thought: “Suppose I take grandmother a fresh nose-
gay; that would please her too. It is so early in the day that I shall
still get there in good time,” and so she ran from the path into the
wood to look for flowers. And whenever she had picked one, she
fancied that she saw a still prettier one further on, and ran after it,
and so got deeper into the wood.
Meanwhile the wolf ran straight to the grandmother’s house and
knocked at the door.
"Who’s there?”
“Little Red-Cap,” replied the wolf. “She is bringing cake and
wine; open the door.”
“Lift the latch,” called out the grandmother, “I am too weak
and cannot get up.”
The wolf lifted the latch, the door sprang open, and without
saying a word he went straight to the grandmother’s bed and de-
voured her. Then he put on her clothes, dressed himself in her cap.
laid himself in bed and drew the curtains.
Little Red-Cap, however, had been running about picking flow-
ers, and when she had gathered so many that she could carry no
more, she remembered her grandmother, and set out on the way to
her.
She was surprised to find the cottage door standing open, and
when she went into the room, she had such a strange feeling that *she
said to herself: “Oh dear! How uneasy I feel today, and at the other
times’ I like being with grandmother so much.” She called out: “Good
morning,” but received no answer, so she went to the bed and drew
back the curtains. There lay her grandmother with her cap pulled far
over her face, and looking very strange
“Oh, grandmother,” she said, “what big ears you have!”
“The better to hear you with, my child,” was the reply.
“But grandmother, what big eyes you have!” she said
“The better to see you with, my dear.”
“But grandmother, what large hands you have!”
“The better to hug you with.”
“Oh, but grandmother, what a terrible big mouth you have!”
“The better to eat you with!”
And scarcely the wolf said this, then with one bound he was out
of bed and swallowed up Little Red-Cap.
When the wolf had appeased his appetite, he lay down again in
the bed, fell asleep and began to snore very loud.
The huntsman was just passing the house, and thought to him-
self: “How the old woman is snoring’ I must see if she wants any-
thing.”
So he went into the room, and when he came to the bed, he
saw that the wolf was lying in it. “So I find you here, you old sin-
456
Phonetic Practice
ner,” said he. “So I have long sought you.” Then just as he was
going to fire at him, it occurred to him that the wolf might have de-
voured the grandmother and that she might still be saved, so he
didn’t fire but took a pair of scissors, and began to cut open the
stomach of the sleeping wolf. When he had made two snips, he saw
the little red cap shining and then made two snips more, and the lit-
tle girl sprang out crying: “Oh, how frightened I have been! How
dark it was inside the wolf!” And after that the aged grandmother
came out alive also, but scarcely able to breathe. Little Red-Cap,
however, quickly fetched great stones, with which they filled the
wolfs belly, and when he awoke, he wanted to run away, but the
stones were so heavy that he collapsed at once and fell dead.
Then all three were delighted. The huntsman drew off the
wolfs skin and went home with it; the grandmother ate the cake
and drank the wine which Red-Cap had brought and revived, but
Red-Cap thought to herself: “As long as I live I will never by my-
self leave the path to run into the wood, when my mother has for-
bidden me to do so.”
ГП Now listen to a reproduction of “Little Red-Cap”. How does it differ
from the previous text? What additional phonostylistic devices arc
used in it?
Little Red-Cap
Reproduction
This is a fairy-tale about a little girl, who really didn’t do what
her mother told her, and so, in fact, we have to listen to what went
wrong in the story. Once upon a time there was this dear little girl,
she was a good girl really, and she really loved her mother, and she
really loved her grandmother, but she didn’t listen very, very hard to
what she was told.
Now her grandmother who was a dear old lady made her a
very, very delightful little red cap which suited her so well that she
never wore anything else, so from that time onwards she was called
Little Red-Cap.
Now the day our story begins her mother, Little Red-Cap’s
mother, suggested to her that she should take a cake and a bottle of
wine to see her grandmother because her grandmother was old and
was ill, and she lived at the other side of the forest, but she did say
to the Little Red-Cap: “Don’t speak to anybody, walk very quietly
and nicely, don’t stop on the way, and when you get there, don’t
forget to say “Good morning” to your grandmother.”
“I’ll take care,” said Little Red-Cap and off she went. However,
on her way to the wood she met this wolf, she never met a wolf be-
fore, and he was a very, very wicked creature, and he thought to
Unit VII
457
himself: “She would make a very nice tasty little morsel!” So he
started to talk to her, and he said “Good morning” to her, and she,
being a polite little girl, said “Good morning” back again, and he
asked where she was going, and she told him that she was going to
see her grandmother, and she was taking her grandmother a bottle of
wine and a cake because she was a poor old lady, and that would
make her feel a great deal better. And the wicked old wolf who was
really very, very sly thought to himself: “If I am very careful, per-
haps I can get both of them.” So he began to tempt her to start
looking at the flowers and listening to the birds, and gradually he
persuaded her to leave the path and start to go into the woods to
pick flowers, and Little Red-Cap thought to herself: “Well, my
grandmother would love to see these flowers, so I will pick a lovely
great bunch of flowers, there’s plenty of time, it’s not at all that late.”
While she was playing in the wood and picking her flowers and
going further, further and further into the wood, the wolf ran off
very, very quickly and ran straight to the grandmother’s house. He
knocked on the door, and when the grandmother replied asking who
was there, he pretended to be Little Red-Cap saying that she was
bringing the cake and the wine. So the grandmother invited him in
but, of course, it wasn’t Little Red-Cap. So he sprang into the room,
he sprang straight to the grandmother’s bed, and without another
word he ate her all up, gobbled her all up as quickly as he could,
and he put on her clothes, her nighty, and her cap, and he got back
down into bed having drawn the curtains.
. Now Little Red-Cap having picked an enormous great bunch of
flowers began to realize that she really, really, really ought to get
there as soon as she possibly could. So she arrived at her grand-
mother’s house and knocked on the door, and made her way in. But
she had rather a funny feeling about it. Somehow it wasn’t the same
feeling as she always had about visiting her grandmother. And so she
said to her grandmother looking at her closely in the dim light:
“Grandmother, what big ears you have!” And the wolf replied: “The
better to hear you with.” And then she said: “But grandmother, what
big eyes you have!”, and the wolf said: “The better to see you with!”
and Red-Cap said: “What big hands you have!” And the wolf said:
“The better to hug you with!” And, finally, Little Red-Cap said:
“But, grandmother, what a terrible big mouth you have!”, and the
wolf said: “The better to eat you with!”, and sprang out of bed, and
swallowed Red-Cap all in one piece. Then, of course, he was very
full having eaten grandmother and Red-Cap, so he needed to sleep,
so he went back to bed, to sleep in the bed, and began to snore
very, very, very loudly.
Now the huntsman who had been chasing the wolf for a very
long time was coming past the cottage, and he heard the snoring,
458
Phonetic Practice
and he wondered and thought: “That’s very strange! I’ve never heard
old grandmother snore like that before!”, so he went into the room
and he realized that it was the wolf lying on the bed, and there was
no sign of grandmother at all. So he was just about to fire his mus-
ket at the wolf when he suddenly have a thought: “Suppose this wolf
had actually devoured grandmother, perhaps he could save her.” So
he took a pair of scissors and he made a little snip in the sleeping
wolfs tummy. And then he saw the Little Red-Cap, and the little girl
was too weary, and he made another couple of little snips, and out
she sprang from the dark hole saying: “Oh, how frightened I’ve been
in there!”
And after that the aged grandmother came out too. She was
alive but a bit squashed having found it really very difficult to
breathe. And then Red-Cap ran and got very big stones, and she
filled up the wolfs tummy, and when he woke up, he wanted to run
away but he couldn’t because, of course, the stones were very, very,
very heavy in his tummy, and he fell down dead. And they were all
very delighted to be rid of that horrible old wolf. The huntsman took
the skin, and the grandmother ate the cake and the wine, and Red-
Cap thought to herself: “I’ll never be disobedient, and I’ll never leave
the path, and I’ll never run in the wood, and I’ll never do what my
mummy told me not do.”
Prepare the fairy tale for retelling.
EL Prepare a fairy talc of your own for expressive reading and retelling,
using specific speech signals.
UNIT VIII
К. TEXT-BASED PHONETIC EXERCISES
Q Listen to the tape that goes with the text of Unit VIII. Pay atten-
tion to the delimitation of the text and the accentuation of informa-
tion centres. Mark stresses and tunes. Prepare the text for reading.
E Practise the sounds in the following words and phrases:
[i:] street, people, needn’t, feel, machines
[i] things, visit, ribbons, big sticks, cinema, pictures, film, cities
[e] spend, festivals, bells, entertainment, plenty, weather, wet
[эе] imagine, happens, in fact, handkerchiefs, amateur, active,
relax
[a:] parks, gardens, dance, grass
[n] watching, morris dancing, problem, obvious, probably
[э:| all, sport, organized walks, all sorts, always, called
[л] money, summer, public, customs, other, London, country,
fun
[ei] taking, strange, remains, greatest, playing, tastes, agents,
rainy
[эо] own, go, know, old, clothes, cold, polls, shown, boat, nose
[ao] outdoors, thousands, sound
|ai| find, kinds, sightseeing, might, wide, high, provide, societies
Im] enjoy, Royal, noisy
No dcvoicing before voiceless consonants:
•	gardens to visit	• big sticks
No glottal stop:
•	find out • all kinds of things • remains extremely popular
• you’ll find all sorts
E Transcribe the following sentences, mark stresses and tunes, intone
them:
1.	The cinema remains extremely popular.
2.	The stage productions of London’s West End are among the best
in the world
3.	Museums and art galleries are perfect for rainy weather.
460
Phonetic Practice
4.	In the daytime you can take a boat trip and enjoy the scenic
views of Britain.
5.	Another idea is to “follow your nose”. This means "go the way
that attracts you most”.
2 Listen to the tape that goes with the dialogue of Unit VIII. Pay at-
tention to the delimitation of the dialogues into dialogical units,
phrases, intonation groups.
Practise the sounds in the following words and phrases:
[i:J evening, conceive, keep, leave, seats, free, keen, week, Caesar
[i]	bit, think, cinema, thriller, film, minute, miss, it
[e]	ten, plenty, better, left, any, very, went, terrified, end, every
[a:] glasses, draughty, rather, laughed, last, Charlie, after
[u] opera, got, gone, what, horror, lot, comedy, o’clock, watch
[э:]	performance, saw, unfortunately, bore
|з:]	curtain, circle, sir, prefer, worth
[aej plans, taxi, habit, scramble, Dracula, Anne, actors, actresses
[л] some, up, conductor, wondering, come, under
[эо] goes, cloakroom, shows, tomorrow, supposed, Odeon
[ai] time, arriving, right, exciting, mind, frightening, either, re-
minds
Alveolars replaced by dentals:
•	at the Opera House
No glottal stop:
•	evening dress
•	gej^opt
Loss of plosion:
•	op the left • here’s the conductor
•	goesjip
•	hate arriving
opera glasses
• got plenty • can’t conceive • a bit draughty • straight_glays
Q Transcribe the following sentences. Mark stresses and tunes. Intone
them.
1.	The curtain goes up at half past eight.
2.	Give me a programme and two pairs of opera glasses.
3.	I think horror films are amusing.
4.	I went with Anne to see Dracula last night.
5.	Last week Charlie and I went to see Julius Caesar.
6.	I heard the production wasn’t very good.
7.	Charlie saw it in the Odeon and was very amused
Unit VIII
461
В.	FURTHER SOUND PRACTICE
The Diphthong [еэ]
Q	Listen and repeat:				
	ear - air beer - bear		[ia] - [еэ] pier - pear hear - hair	tear Cheers!	- tear - chairs
	Claire	there	nowhere	pair	they’re
	anywhere	chair	wearing	everywhere	square
	Mary	upstairs and where downstairs		hairbrushes	carefully
E Listen to the following dialogue. Mark stresses and tunes. Read and
memorize it.
A Pair of Hairbrushes
Mary: I’ve lost two small hairbrushes, Claire. They’re a pair.
Claire: Have you looked carefully everywhere?
Mary: Yes. They’re nowhere here.
Claire: Have you looked upstairs?
Mary: Yes. I’ve looked everywhere upstairs and downstairs. They
aren’t anywhere.	,
Claire: Hm! Are they square, Mary?
Мйгу: Yes. They are square hairbrushes. Have you seen them any-
where?
Claire: Well, you are wearing one of them in your hair!
Mary: Oh! Then where’s the other one?
Claire: It’s over there under the chair.
Read and learn the following rhymes and limericks, concentrating on
the sound [еэ|.
“Pussy-cat, pussy-cat, where have you been?”
“I’ve been to London to look at the Queen.”
“Pussy-cat, pussy-cat, what did you there?”
“I frightened a little mouse from under her chair.”
Dickery, dickcry, dare,
The pig flew up in the air,
The man in brown
Soon brought him down;
Dickery, dickery, dare.
462
Phonetic Practice
There was an Old Man of Peru,
Who never knew what he should do;
So he tore off his hair;
And behaved like a bear,
That intrinsic Old Man of Peru.
Sam, Sam,
The dirty man,
Washed his face in a frying pan,
Combed his hair with the back of a chair.
And danced with a toothache in the air.
There was an old woman who had three cows,
Rosy, and Colin, and Dun.
Rosy and Colin were sold at the fair,
And Dun broke her heart in a fit of despair,
So there was an end of her three cows,
Rosy, and Colin, and Dun.
Simple Simon met a pieman,
Going to the fair;
Says Simple Simon to the pieman,
“Let me taste your ware.’’
Says the pieman to Simple Simon
“Show me first your penny.”
Says Simple Simon to the pieman
“Indeed, I have not any.”
The Consonants [if] and [dj]
EE Listen -and repeat:
[fl Itfl ship - chips sheep - cheap	Ifl Itfl sherry - cherry shop - chop	cash - wash -	[tfl catch watch
Mrs. Church Cheshire a delicious chicken children’s lunch	children	choose chump chop much which	cheaper	cheque shoulder butcher’s	chop shop
ГП Listen to the following	dialogue. Mark stresses and	tunes. Memorize it.	
At th	e Butcher’s Sho	P	
Butcher Good morning, Mrs. Church.
Mrs. Church: Good morning, Mrs. Cheshire. I’d like some chops for
the children’s lunch.
Unit VIII
463
Butcher: Chump chops or shoulder chops, Mrs. Church?
Mrs. Church: I’ll have four shoulder chops, and I want a small
chicken.
Butcher: Would you Mrs. Church: Which one Butcher: This one is Mrs. Church: How much cheque? Butcher: Of course,		like to choose a chicken, Mrs. Church? is cheaper? the cheapest. It’s a delicious chicken. is that? I haven’t got cash. Can I pay by Mrs. Church.	
EE	Read the following contrasts: [tf] [d3]	[tj]	ld3] cheap - jeep	chin	-	jin choke - joke	cherry	-	Jerry		Itjl |d3| larch - large H - age
EE	Listen and repeat: gin	dangerous bridge	January injured	large jail	damaged	village	jeep agency	edge joke	passenger	manager just George Churchill ginger-haired chap
Ш Listen to the following dialogue. Mark stresses and tunes.
George Churchill
Jerry: Just outside this village there’s a dangerous bridge.
John: Yes. Charles told me two jeeps crashed on it in January.
What happened?
Jerry: Well, George Churchill was the driver of the larger jeep, and
he was driving very dangerously. He'd been drinking gin.
John: George Churchill? Do I know George Churchill?
Jerry: Yes. That ginger-haired chap. He's the manager of the travel
agency in Chester.
John: Oh, yes. I remember George. He’s always telling jokes. Well,
was anybody injured?
Jerry: Oh, yes. The other jeep went over the edge of the bridge, and
two children and another passenger were badly injured.
John: Were both the jeeps damaged?
Jerry: Oh, yes.
John: And what happened to George?
Jerry: George? He’s telling jokes in jail now, I suppose!
464 Phonetic Practice
EE Read and learn the following phrases, proverbs and rhymes, concen-
trating on the [tf] and [dj] sounds.
1.	Jack and Jill enjoy Geography and Geometry.
2.	Jillian’s got a chill.
3.	Rich is a champion of free speech.
4.	Let’s leave it to chance.
5.	The church clock chimed midnight.
6.	Jill’s no chicken.
7.	Don’t count your chickens before they are hatched.
8.	What a charming chubby child!
9.	Jack’s job is church architecture.
10.	Cheer up, Charles and June, say cheese!
11.	Cheshire county is famous for its cheese.
If- * *
There was an old woman who had three sons,
Jerry, and James, and John:
Jerry was big, James was small,
John was proud and tall.
Jerry was in love with Joyce.
James was in love with Joan.
John was in love with June,
the prettiest of all.
EE Read the following contrasts:
riches - ridges catching - cadging	fetching - edging
batches - badges	watching - lodging
EH a) Read the following dialogue.
In the Cafe
Waiter: Yes, please.
Suzy: A cheeseburger, please.
Waiter Anything else?
Suzy: Er... some chips.
b) Make up a similar dialogue, filling in the lines with the given words
and phrases.
Waiter: Yes, please.
Suzy: ________________
Waiter: Anything else?
Suzy: Er... 
chicken	cabbage soup cheeseburger	orange juice
cheese cake	jelly	chocolate	vegetables
Unit VIII
465
The Consonants [J] and [3]
EE	Read the following contrasts:				[d3] 01 jeers - years
	[d3l joke Jack	01 - yolk - yak	Idj] jam - Jess -	0] yam yes	
EE	Listen : yes	and repeat: millionaire	tubes	few	yesterday you
	stupid	knew	yellow	university	student New York
	years	excuse me	stew	music	York	tutor
	Hugh	beautiful	Europe	tunes	huge	produces
	onion	tuba	Young		
EE Listen to the following dialogue. Mark stresses and tunes.
A Stupid Student
Jim: Excuse me. Did you use to live in New York?
Jack: Yes.
Jim: Did you use to be a tutor at the University?
Jack: Yes. For a few years.
Jim: Do you remember Hugh Young? He was a music student.
Jack: Hugh Young? Did he use to have a huge yellow jeep?
Jim: Yes. And he used to play beautiful tunes on the tuba.
Jack: Yes, I knew Hugh. He used to be a very stupid student. Do
you have any news of Hugh?
Jim: Yes. He’s a millionaire now in New York.
Jack: A millionaire? Playing the tuba?
Jim: Oh, no. He produces jam in tubes, and tins of sausages and
onion stew, and sells them in Europe. I read about Hugh in
the newspaper yesterday.
Jack: Oh! Well, he wasn’t so stupid.
EQ Read and learn the following limericks, concentrating on the [j] sound.
1.	There was a Young Girl of Asturias,
Whose temper was frantic and furious,
She used to throw eggs
At her grandmother’s legs,
A habit unpleasant but curious.
466
Phonetic Practice
2.	There was an Old Man in a garden.
Who always begged everyone's pardon.
When they asked him, “What for?”
He replied, “You are a bore!
And I trust you’ll go out of my garden.”
3.	There was an Old Person of Burton,
Whose answers were very uncertain;
When they said, “How d’you do?”
He replied, “Who are you?”
That distressing Old Person of Burton.
Read the following phrases concentrating on the [j] sound. Mark
stresses and tunes.
1.	Sue never takes more than her due.
2.	Few understand his curious theories.
3.	Our teacher got a new job. so our class had to have a new
teacher
4.	The new-born baby let out a yell.
5.	When are we going to meet your young lady in Europe?
C. FURTHER INTONATION PRACTICE
HIGH RISE
Pattern X
(LOW PRE-HEAD +) (HIGH LEVEL HEAD +)
HIGH RISE (+ TAIL)
Model: - I’ve given up smoking. - For ’good?
- Could I have another - 'Sugar?
cup of tea?
- Well done!	- -♦Well 'done?
(It was no th ing
really.)
Stress-and-tone marks in the text: ['].
Unit VIII
467
High Rise:
The rise in the nucleus starts from the medium level and
reaches the high level. If the nucleus is followed by a tail, it is
pronounced on the medium level and the syllables of the tail
rise gradually.
This intonation pattern is used:
1. In statements (questioning, trying to elicit a repetition, but lacking
any suggestion of disapproval or puzzlement: (in non-final sense-
groups) tentative), e.g. :
-	I’ve just read this new	travel book.	-	'Interesting?
-	He’s going on holiday	-	A'lone?
-	It isn’t fair	-	Not 'fair?
2. In questions (imperatives; exclamations: calling for a repetition,
echoing).
HIGH RISE (+ TAIL)
-		e о	
Model:	— 'You’ve got to °go.	—	
7F! Listen carefully to the following conversational situations. Concentrate
your attention on the intonation of the replies.
Verbal Context
- I want you for a minute. -
- I should phone him about it.
- It’s snowing.	-
- I write to him.	-
- But I’ve been to the dentist.
- I’ve just seen the Edward’s girl. -
- Can I borrow some matches?
- I’ve got to go to Leeds. —
- I think this is John’s umbrella. -
- Where are you staying?	—
- That’s Alec’s friend.	-
Response
Yes?
Now?
Much?
Often?
Recently?
John Edward’s?
Matches? (By all means.)
You’ve got to go?
Whose?
Where?
Whose friend did you say
it was?
468
Phonetic Practice
- How did he find out?
» v
- Can you make me one?
- Wasn’t it stupid!
- What lovely cherries!
- I like Barbara.
- Telephone me then.
- Buy me a couple.
- Hold it for me.
- Pity!
- Excellent!
— How did he find out?
(Through Max, I imagine.)
- Make you one? (With
pleasure.)
- Was it so stupid, I wonder?
— Want some?
- Do you?
- Telephone you? (How can I?)
— Buy you a couple?
(Certainly.)
- Hold it for you? (With
pleasure.)
- Pity? (It serves him right.)
— Excellent? (What’s so ex-
cellent about it?)
LOW PRE-HEAD + HIGH RISE (+ TAIL)
Model:
— The Times you “mean?
Verbal Context
- Has Michael arrived yet? -
- He’s really insulted me.	-
- I’d like to hear one of your re- —
cords.
-	It’s four hundred feet tall.	-
-	My knife’s broken.	-
-	I told him about your success. -
-	Would you like one?	-
-	Can I ask you a question?	-
-	How do you like my song?	—
-	Explain it to him.	-
-	Take them away.	-
-	Fantastic!	-
Response
You were expecting him?
Insulted you?
Well, I’ve got some Bach,
or Debussy, or if you pre-
fer it (, I’ve got some jazz).
It’s how tall?
Your what’s broken?
About my what?
Would I like one? (I’d love
one.)
Can you ask me a ques-
tion?
Do you always sing as flat
as that?
Explain it to him? What for?
Take both of them away?
Fantastic? (What’s fantastic
about it?)
Unit УШ
469
(LOW PRE-HEAD +) HIGH LEVEL HEAD +
HIGH RISE (+ TAIL)
	
Model:	— ‘‘Not 'fair?	У	
Verbal Context
- Why not ask Jenny?	—
- I’d like two dozen.	-
- How many children has he? —
— Which would you recommend? —
- He speaks Hindi.	—
- I waited there two solid hours. —
- Is it raining?	-
— Won’t your wife be rather —
cross?
- Could I talk to you sometime? —
- Tell me the time, please. -
- Leave the key with Mrs. Atkins. —
- The silly young fool!	—
Response
You think she might agree?
Two dozen, sir? (Certainly.)
How many? (Six, I believe.)
Which would I recommend?
He speaks what language?
You waited there how long?
Is it raining? (I’m not
sure.)
Won’t she be cross with
me, do you mean?
Are you free now?
Tell you the time? (Ten .
past six.)
Leave it with Mrs. Joyce
Atkins?
The silly young fool?
(Who? John?)
INTONATION OF DIRECT ADDRESS
470
Phonetic Practice
Direct Address at the Beginning of the
Sentence
Direct address at the beginning of the sentence is stressed.
It is pronounced with the low-falling nuclear tone in formal se-
rious speech and with the falling-rising tone to attract the lis-
tener’s attention or in a friendly conversation.
e.g. - .Mary, | 4comc .here.
- vMary, | “’come .here.
EE Listen carefully to the following sentences and repeat them in the inter-
vals. Concentrate your attention on the intonation of direct address.
Model 1:	— .Peter, | “’do it .now.
1.	Mary, come up here.
2.	John, do it at once.
3.	Harry, meet my sister Mary.
4.	Children, stop making that noise!
5.	Kitty, I think we ought to have a talk
6.	Pete, when did you last see Mary?
7.	Nancy, I think that man is a writer
8.	Nick, don’t forget to call me.
Model 2:
vMother, | '‘can I 'have
an jce-crcam?
1.	Edward, what’s wrong with the car?
2.	Peter, may I use your dictionary?
3.	Mary, how are the children?
4.	Waiter, will you bring me the bill?
5.	Tom, where are you, darling?
6.	Helen, why are you so happy?
7.	Ann, must you be so cross?
8.	Mummy, I am thirsty.
Unit VIII
471
Direct Address in the Middle or at the
End of the Sentence
Direct address in the middle or at the end of the sentence
is ordinarily pronounced as the unstressed or half-stressed tail
of the preceding intonation group. After the low-falling nucleus
it can also be pronounced with the low-rising tone.
eg. - I .say, Mary, | I’ve '“just 'seen .Tom.
- Good .morning, Mr. Johnson.
FP, Read the following sentences, concentrating on the intonation of direct
address.
1.	Tell me, Miss Carnaby, did you ever have to carry out the threat
you used in your letters?
2.	Well, you see, Mr. Poirot, old maids are known to be foolishly
sentimental about babies.
3.	Tea-time. Can you ring the bell, Mr. Waring?	»
4.	It’s hard for you, my girl But the boy’s doing the right thing
the only thing he can do.
5.	Miss Lemon, may I ask you a question?
6.	Why didn’t you phone him, Jim?
7.	You have come, my dear friend. What a joy to see you again!
8.	You must obey my instructions very carefully, Tim.
ES Address your partner placing direct address at the beginning, in the
middle and at the end of the sentence.
D. INTONATIONAL STYLES PRACTICE
ES a) Listen to an extract from the fairy-tale "‘Cinderella”. Mark stresses
and tunes. Concentrate on such important speech signals as rhythm,
pause and pitch change. Listen to how the speaker helps listeners feel
the special atmosphere of magic and suspense. Pay attention to
phonostylistic devices used for creating the vivid images of Cinderella,
her father and stepmother, her sisters and the fairy godmother.
Cinderella
Once upon a time in a land not far from here there lived a lovely
girl whose name was Cinderella. Only two years before her mother had
died and her father had taken another wife who brought into the house
472
Phonetic Practice
with her two daughters of her own. They were much older than Cin-
derella and not a bit like her. Cinderella was fair and her sisters had
dark hair. Cinderella was kind and gentle, seldom thinking of herself,
while her stepsisters were cruel and greedy, thinking only of their own
pleasure and comforts. In truth, they were ugly not because they were
less beautiful than Cinderella but because they were so ill-tempered and
unkind. They were always shouting at her, “Do this, do that. Fetch
this, fetch that,” and complaining that the house was not tidy and the
food not rich and plentiful enough. In fact Cinderella worked hard
from the moment she got out of bed in the morning soon after dawn
to the moment she laid her head on the pillow at night.
She always kept the house tidy and neat and always provided the
family with good food complaining neither about the hard work nor
about the way her lazy sisters treated her. It is true to say that Cinder-
ella didn't like her sisters being so unkind to her and she wished she
didn't have to work so hard but strangely she was not unhappy and
this was because she loved animals and they were her companions and
friends. She was never alone at any time of the day or night. During
the day there were cats and dogs, and even chickens and ducks with
her in the kitchen. And when she went outside, she was surrounded by
a small army of squirrels, rabbits and farm animals of all kinds. At
night there were animals under her bed, and when the little mice
peeped out of their holes to see if Cinderella was safe and sleeping
peacefully, the cats did not move.
During the little spare time she had, she loved walking in the
woods with her friends, the animals, and one afternoon she happened
to see a very ragged old lady stooping to gather sticks from the
ground. Cinderella ran to her and said: “Oh, please let me do it for
you, mam. You shouldn’t have to work in this way, sit on this tree-
stump here and I’ll make a bundle for you and carry it to your
home.”
“Oh, you are very kind, my dear,” said the old lady and she sat
down wearily.
“Where do you live?” asked Cinderella as she gathered sticks and
twigs into a neat pile.
“In the woods, my child, and I think that you and I have the
same friends, do we not?”
And the old lady pointed her stick at the rabbits, squirrels and
birds who had gathered around listening to the conversation. Cinderella
looked up and laughed happily.
“Oh, yes, they are friends indeed.”
b) Now read the text with a partner, taking turns to be the narrator and the
characters. Make sure you use specific rhythmic and pitch characteristics.
FT1 Prepare a fairy tale of your own for expressive reading and retelling,
using specific speech signals.
Part III
PHONETIC
COURSE

SECTION 1
EXAMPLES: i
J
e
ie
a
The Vowel | i ]
- sit, fifth, with, rich
- city, rhythm, symbol
- pretty, needed, except, houses
- ladies, cities
- village, private
Exercise 1
FftTWI Run your eyes through the material below. Listen to the tape				
	that goes with this the vowel [ij in the Verbal Context	exercise. Concentrate on the pronunciation of		
		responses.	Response	
				
a) -	Excuse me, could	Lynn Lyd	Mick	Minnie Micky
	you tell me your friend’s name,	[Jm]	[.lid]	l.mik]	[.mini] [.miki]
	please?	Bill	Sid [,bil]	[.sid] Phil	Liz	Nick Lnik] Vic	Lily	Dicky [Jili]	[.diki] Philip Victor
		[Jil] [Jiz] Tim [.tim]	Lvik]	[.filip] l.viktal Lizzie l.lizi]
b) -	Something else Td	Miss Dinn	Ms. Hill	Miss Gibson
	like to know is ... what her family	[mis .dm]	[miz .hil]	[mis .gibsn]
	name is.	Miss Gibbs [mis .gibs]	Mrs. Thin [misiz .Gm]	Ms. Nixon [miz .niksn] Mrs. Dixon [misiz .diksn]
c) -	I wonder what his		Mr. Sims	Mr. Lister
	family name is.	[ [i	mista .simz] Mr. Smith mista .smiG]	[mista .lista] Mr. Nixon [mista .niksn]
d) -	What is her name in full?	Miss Linda Philip Dixon, [mis 'linda 'filip .diksn]		
476
Phonetic Course
Verbal Context
e)	- What is his name in full?
f)	- Could you tel! me where
she is now?
g)	- And what about him?
Where is he?
Response
Mr. Vincent Gilbert Gibson,
[mists "vinsant 'djilbat ,gibsn|
In Italy.
[m jtsli]
In Sydney.
[in ,sidni[
Note:	Stress-and-tone mark symbols are introduced later.
Step 2
Listen carefully to what the instructor says about the work of
the organs of speech, the pronunciation of vowels and vowel [i|
in different phonetic contexts.
ORGANS of SPEECH and THEIR WORK
In any language people speak (if they have no physical
defects) using their organs of speech.
Hard Palate
Soft Palate
Uvula
Pharynx
Epiglottis
Oesophagus
Trachea
The airstream released by the lungs goes through the
windpipe and comes to the larynx, which contains the vocal
cords. The vocal cords are two elastic folds which may be
Section 1
477
kept apart or brought together. The opening between them
is called the glottis. This is the usual state of the vocal
cords, when we breathe out. If the tense vocal cords are
brought together, the airstream forcing an opening makes
them vibrate and we hear some voice. Let us pronounce the
Russian sound [э]. Put your finger on the larynx and pro-
duce a long [э] sound. You will feel the vibration of the
vocal cords and hear voice. Such sounds are called voiced.
Now produce a long Russian sound [с]. No vibration is
felt, no voice is heard. This is a voiceless sound, which is
made with the vocal cords kept apart. Voiceless consonants
are strong (fortis)-, voiced ones are weak (lenis).
There is one more state of the vocal cords which re-
sults in the glottal stop. When the vocal cords are brought
close together and then opened suddenly by the airstream
there comes a sort of coughing noise, a kind of the “click”
of the vocal cords. This sound is called the glottal stop.
On coming out of the larynx the airstream passes
through the pharynx.
The pharyngal cavity, extending from the top of the
larynx to the soft palate, directs the airstream either to the
njouth or nasal cavities, both functioning as the principal
resonators.
The soft palate can be easily seen in a hand mirror.
Open your mouth wide and say the vowel [a:]. Looking
into the mirror you will see the soft palate, the very end of
which is known as the uvula. When the soft palate is in its
low position the air goes up into the nasal cavity and then
out through the nose. This is the usual position of the soft
palate when we breathe through the nose. This is also the
position for the nasal sounds [m, n, g]; [m, m’, h, h’]. If you
nip your nose, you cannot pronounce these sounds. But as
soon as you release the nose, the air will continue its way
and you will hear the sounds again. When the soft palate is
raised, the uvula forms a full contact with the back wall of
the pharynx and the airstream goes through the mouth
cavity. This is the most typical position of the soft palate
for most of the sounds of many languages.
The soft palate is the furthest part of the palate from
the teeth. Most of the palate is hard. This hard and fixed
part of the palate is divided into two sections; the hard
478
Phonetic Course
palate (the highest part of the palate) and the teeth ridge or
alveolar ridge (the part immediately behind the upper front
teeth). You can touch the teeth ridge with the tongue-tip.
The teeth ridge is very important in English as many con-
sonants are formed with the tongue touching it or being
close to it. If you move the tip of the tongue further for-
ward you will feel the teeth.
The lower teeth are not very important for making
speech sounds, while the upper teeth take part in the pro-
duction of many of them.
The most important organ of speech is the tongue.
Phoneticians divide the tongue into four sections: the part
which lies opposite the soft palate is called the back of the
tongue; the part facing the hard palate is called the front'.
the one lying under the teeth ridge is known as the blade
and its extremity, the tip. By the central part of the tongue
we mean the area where the front and back meet. The
edges of the tongue are known as the rims. The tongue
may lie flat or move in the horizontal or vertical directions.
It can also change its shape so that the sides are curved up
forming a groove.
The lips can also take up various positions. They can
be brought firmly together or kept apart, be neutral,
rounded or protruded.
All the organs of speech can be divided into two
groups:
(1)	ACTIVE organs of speech, movable and taking an active
part in the sound formation:
(a)	THE VOCAL CORDS, which produce voice;
(b)	THE TONGUE, which is the most flexible, movable
organ;
(c)	THE LIPS, affecting very considerably the shape of
the mouth cavity;
(d)	THE SOFT PALATE WITH THE UVULA, directing the
stream of air either to the mouth or to the nasal
cavity;
(e)	THE BACK WALL OF THE PHARYNX, contracted for
some sounds;
479
Section 1
(f)	THE LOWER JAW, whose movement controls the gap
between the teeth and also the position of the lips;
(g)	THE LUNGS, providing air for sounds;
(2)	PASSIVE organs of speech:
(a)	THE TEETH,
(b)	THE TEETH RIDGE,
(c)	THE HARD PALATE and
(d)	THE WALLS OF THE RESONATORS.

ENGLISH VOWELS
The vowel system of English is rather complicated, but
accurate pronunciation is a very important part of language
learning. Unlike consonants, vowels depend largely on very
slight variations of tongue position and consequently can be
described in terms of mutual relationships or comparison
between them.
Whereas vowels have no obstruction to the airstream,
consonants (literally sounds that “go with" vowels in most
syllables) are produced by means of restricting or even
stopping the air flow in various ways.
The Vowel [i]
When the vowel [i] is pronounced, the tongue is in the
front part of the mouth but slightly retracted. The side rims
of the tongue make a light contact with the upper teeth.
The front of the tongue is half close to the hard palate.
The tongue is lax. The lips are loosely spread. The mouth
is slightly open.
For the Russian [n] the front of the tongue is raised
higher and is more advanced than for the English [i]. The
other similar Russian vowel [ы] is articulated with the
tongue higher and more retracted, e.g.:
sit - сито - сыт
480
Phonetic Course
Try to pronounce the following Russian words first
with the Russian vowels [и], [ы], then with the English
vowel [i]:
кит	картина	мышь
тип	камин	мыло
There are long and short vowels in English, but for ac-
curacy of pronunciation it is not enough to distinguish only
these two degrees of vowel length. There exist quite a num-
ber of factors that influence its length. Thus the length of a
vowel depends on whether it is followed by consonants or
not, and on the type of a consonant that follows it. All
vowels are longer in accented positions, especially in the
final stressed syllable of a phrase. In the similarly unac-
cented position, all English vowels are fully long when they
are final. In this case the end of the vowel is very weak,
free and even lengthened.
Vowels are also free before sonorants and weak conso-
nants, though before weak consonants they are somewhat
shorter:
Bill	[bill
kid	[kid]
If a vowel is followed by a strong consonant it is cut
off by it. The end of the vowel is strong and is called
checked:
sit [sit]
So the vowel [i] is longer and free in the open syllable,
it is shorter in closed syllables before weak consonants and
it is checked and much shorter in closed syllables before
strong voiceless consonants, e.g.:
City [’siti] Sid [sid] Lynn [hn] sit [sit]
It is not normally possible in English to separate adja-
cent vowels by the glottal stop p], and when glottal stop
transitions are introduced the effect is usually of a strong
foreign accent:
It is in the city, [it iz in do ,siti]
Section 1
481
Step 3
In this part of the section the instructor is going to acquaint
you with the pronunciation of the sonorants |m], [n|, [1].
a)
b)
c)
1.	The consonant [m] does not present any difficulty for
Russian learners since it is not very different from its Rus-
sian counterpart. When the English [m] is pronounced, the
air flow is completely interrupted by the lips brought to-
gether. The soft palate is lowered and the air escapes
through the nose. Mind that the final [m] is more sonorous
than the Russian [м].
Sing English [m] to your favourite melody:
m-m-m-m-m
Pronounce these Russian words substituting the English [ml for the
Russian [mJ:
мама	моль	ром
мыло	лом	Рим
Play the tape that goes with Section 1 and listen carefully to the
way |m] sounds: Tim, Mick, Minnie.
2.	English [n] is articulated by the tip of the tongue
pressed against the teeth ridge (or alveolar ridge) and the side
of the tongue, against the sides of the palate. Thus, the air-
stream, being blocked in the mouth, escapes through the nose.
The Russian [h] is different. It is articulated by the
blade of the tongue (not the tip) against the upper teeth
(but not the teeth ridge).
Step 4
a)	Try to sing the English [n] to any tune you like:
n-n-n-n-n
b)	Try to say the following Russian words substituting the English |n|
for the Russian [hJ:
ночь	рана	лен
няня	пионер	канун
Play Exercise 1 and listen to the way the English |n| sounds:
Nick, Lynn, Minnie.
3.	When the English [1] is pronounced, the soft palate is
raised. The tip of the tongue is in firm contact with the
alveolar ridge obstructing the centre of the mouth. The
482
Phonetic Course
sides of the tongue are raised, so the airstream can pass
along them and the palate. The sound is voiced and there
is practically no friction.
The similar Russian consonant [л] is articulated with
the tip of the tongue raised to the upper teeth. The contact
between them is not so firm as between the tip of the
tongue and the alveolar ridge in the English [1].
a)	Sing the English |I| to your favourite tunc:
I - 1 - 1 - I
b)	Substitute the English fl] for the Russian [л] in the Russian words below:
лай полет кол
лампа палка полено
Step 5
Play the tape that goes with Exercise 1 and listen attentively to
the way the English [1] sounds:
Lynn
Lyd
Liz
Bill	Mr Lister
Phil	in Italy
Lizzie	Miss Linda
While pronouncing consonants before the vowel [i] try
to avoid palatalization. Palatalization or softening of conso-
nants appears when the front of the tongue is raised in the
anticipation of the following front vowels. The Russian con-
sonants are palatalized in this position, whereas in English
palatalization in this position is a mistake. Compare:
nit
lit
sin
mill
нитка
лить
синий
милый
Step 6
When English is spoken, we can hear that some syllables stand
out above the others. They are said to be stressed. The ability
to move smoothly and steadily from one stress to the next and
to fit in the unstressed syllables between forms the basis of a
good natural English accent. Listen now to what the in-
structor is going to say about word stress in English.
English words can be described with three levels of
Ц stress: strong, secondary and weak (unstressed syllables), e.g.:
invisible [in'viztbl]; celebration [.seli'breijn].
Section 1
483
Some English words leave two strongly stressed sylla-
bles, e.g.'.
sixteen ['siks'tkn]
There are only two main levels of stress in Russian:
strong and weak, e.g.:
корова.
Step 7
However accurately we learn to pronounce the isolated sounds of
a language we must still train ourselves to set them in motion
in the right manner if we wish to make ourselves easily under-
stood. And this “right manner” is intonation. Now listen to what
the instructor is going to say about English intonation.
It is common knowledge that no language is spoken in
a monotone, without change of pitch - the voice usually
goes up and down; some words are more prominent than
others; some stretches of speech are said quicker than oth-
ers; pauses between them may be longer or shorter, etc.
All these variations of pitch, stress and tempo form a
complex unit which is called intonation.
Intonation serves to organize intonation groups, phrases,
texts, to convey meanings, sometimes just as important,
though rather different in kind, as those we express through
the use of particular words and grammatical patterns. In
le’arning to analyse intonation patterns, ear training is even
more important than in other branches of phonetics. Some
people imagine that intonation is the same for all lan-
guages, but this is not true. English intonation is English: it
is different from any other language intonation. To be able
to speak and teach English it is important to learn shapes
of English intonation and how to use them.
Oral texts are divided into the following textual units:
phonopassages (in monologues), dialogical units (in dia-
logues), phrases and intonation groups.
The smallest unit of oral text is called intonation group.
Intonation group division depends on the meaning of the phrase,
its grammatical structure and the extralinguistic situation.
The intonation group is characterised by a definite in-
tonation pattern, i.e. each syllable of an intonation group
has a certain pitch. Each intonation pattern consists of one
or more syllables of various pitch levels bearing a larger or
smaller degree of prominence, which are pronounced at
greater or smaller speed.
484
Phonetic Course
All these variants are quite significant, affecting the
meaning of intonation groups, phrases or even complete texts.
The intonation groups containing a number of syllables con-
sist of the following parts: the nucleus, the head, the pre-head
and the tail. The most important part of the intonation pat-
tern is the nucleus. No intonation group can exist without it.
It singles out the intonation centre of the intonation group
or the phrase, determines the semantic value of textual units,
defines the communicative types of phrases, conveys attitudi-
nal meaning.
We propose to start with the low-falling nuclear tone
(Low Fall). It goes down from a mid-level pitch to a con-
siderably lower one or to the bottom of the voice. It
sounds final, calm, dispassionate, e.g.:
Verbal Context
Response
- Excuse me, could you tell me your name, please. - ,Lynn.
In the text, Low Fall is marked like this: [J
[Step 8|
Co back to Step 1 of Exercise 1 and listen how in fact Low
Fall sounds.
Notice that in the fourth and fifth columns of the Re-
sponse (see Step 1, p. 475) the low-falling nuclear tone is
followed by unstressed syllables, which are very low in the
pitch. They form the so-called Tail. This part of the intona-
tion pattern is linguistically not significant, e.g.:
Verbal Context	Response	
- What is his name?	- Victor.	Lvikta]
- And hers?	- Minnie.	Lmini]
Low Fall may also be preceded by unstressed syllables,
which are lower in pitch than the starting point of the nu-
cleus, e.g.:
Section I
485
Verbal Context
I wonder what his
family name is.
And Minnie’s?
Response
- Mr. Nixon, [mista ,mksn]
- Mrs, Lister, [misiz Jista]
Step 9
Step 10
Now play back the tape that goes with Exercise 1. Pay special
attention to the drills where Low Falls are preceded or followed
by unstressed syllables.
Listen to the following exercise, read it down and across. Ob-
serve how sounds are harmonically combined. Do not palatalize
consonants before |i|.
Mill Lmil]	in km]	Minnie [.mini]
Linn	ill	Lily
[Jm]	bl]	bih]
Tim		
Ltim]		
REMEMBER- There is no glottal stops before [t] in the initial position.
Do not forget to pronounce the drills with Low Fall.
Our next move forward is going to be English fricatives (f|, lv].
|Slep 11
* When [f] and [v] are pronounced, the soft palate is raised
so that no air goes through the nose, but is all forced
through the mouth. The lower lip comes very close to the
upper teeth, thus forming the narrowing; when the air is
pushed through the narrowing it causes slight friction. Such
consonants are called fricatives For [f] the air force is very
strong, [f] is voiceless, [v] is fully voiced, when it occurs in
the middle of words before a vowel and it is partially de-
voiced in the initial and, especially, in the final position.
The Russian [ф], [в] are pronounced in the same way,
but the Russian consonant [ф] is less fricative.
1) Now try to play the part of a teacher. Think how you would apply
your knowledge in a teaching situation. For example:
a)	Suggest a column of Russian words beginning with [ф], [в] and make
your students pronounce them in the English way. (Your students may
prolong the list.)
фабрика
факт
фильм
вал
вахта
вата
вот
восемь
Волга
486
Phonetic Course
b)	Suggest your students several games:
•	ask them to imitate pumping up a rubber mattress on the beach
in strong puffs of breath: f-f-f-f-f.
•	ask them to imitate a punctured tyre letting the air out until it
is fully exhausted: f-f-f-f-f-f.
Play these games on a team basis, awarding points for more powerful
breaths and prolonged exhaling.
2) Listen to the following drills. Observe how the consonants [f], [v] are
pronounced in different positions.
film [Jilm]	й	Victor Lvikta]
fit	if	live
[Jit]	bfl	Liivi
Step 12
Listen to what the
|s| and |z|.
INSTRUCTOR says about the pronunciation of
For the fricative consonants [s], [z] the soft palate is
raised so that all the breath is forced to go through the
mouth. The tip and the blade of the tongue are very close to
the alveolar ridge forming a very considerable narrowing at
this point. The teeth are very close together. The friction for
these sounds is rather strong, much stronger than for [f], [v],
[s] is strong and voiceless, [z] is weak. It is fully voiced
in the middle of words before a vowel and partially de-
voiced in the initial and especially in the final position.
The similar Russian consonants [с], [з] are articulated
by the blade of the tongue close to the upper teeth, the tip
being low and passive.
1) Listen to the following words, read them down and across. Observe
how the sounds are combined into sound sequences.
sin	Miss	zip	is
Lsin]	Lmisl	[.zip]	Liz]
Sid	fix	Liz	
Lsid]	LfiksJ	[Jiz]	
2) Now play the part of the instructor. Ask your pupils to make a
prolonged buzzing alveolar sound: z-z-z-z-z-z-z-z-z, then a hissing al-
veolar noise: s-s-s-s-s-s-s-s-s until the air is fully exhausted.
Section 1
487
Step 13
Now the INSTRUCTOR is going to acquaint you with the English
stop consonants', [pl, [b]	[t|, [dj - Ik], [g|.
In the articulation of [p], [b] the soft palate is raised
and the flow of air coming from the lungs is completely
blocked by both lips brought firmly together. Then the lips
are very quickly released and a kind of plosion follows. [p|
is a strong, voiceless and aspirated consonant, [b] is weak
and unaspirated. It is fully voiced in the word medial posi-
tion before a vowel and partially devoiced in the initial and
especially in the final position.
Russian [n] is unaspirated and [6] is fully devoiced in
the word final position.
The English [p], [t], [k] are aspirated. Air pressure is
formed at the place of articulation while the passage for
air is closed. After the release which sets the airstream
in motion the air escapes forcefully with a noticeable
puff, which is called aspiration and is an important
characteristic of the English consonants [p], [t], [k] when
they occur at the beginning of a stressed syllable. As a
rule the students have no trouble in hearing and pro-
ducing aspirated variations. What is difficult and impor-
tant, is to remember to produce aspirated variations
where they are appropriate.
When [k], [g] are pronounced, the airstream is inter-
rupted by the back part of the tongue touching the soft
palate. At the moment of release a kind of plosion is
heard, [k] is a strong voiceless aspirated consonant, [gl is
weak and unaspirated. It is fully voiced in the middle of
words before a vowel and practically devoiced in the ini-
tial and especially in the final position.
The Russian [к], [г] are produced in a similar way,
but the breath effort for the Russian [к] is not so strong
as for the English aspirated [k].
In the articulation of [t], [d] the soft palate is also
raised. The flow of air is completely interrupted by the tip
of the tongue touching the alveolar ridge. At the moment
of release a kind of plosion is heard, [t] is a strong
voiceless aspirated consonant, [d] is a weak and unaspi-
rated. It is fully voiced in the middle of words before a
vowel and it is partially devoiced in the initial and espe-
cially in the final position.
488
Phonetic Course
 The Russian [т], [д] are articulated by the blade of
ч the tongue against the back of the upper teeth, [t] is not
Ц aspirated. In the final position the consonant [д] is com-
pletely devoiced.
1) Pronounce the following Russian proverbs and tongue twisters making
an attempt to aspirate consonants [п], [t], [kJ:
•	Кукушка кукушонку купила капюшон.
•	Карл у Клары украл кораллы, а Клара у Карла украла
кларнет.
•	Говорит попугай попугаю: «Я тебя, попугай, попугаю».
Отвечает ему попугай: «Попугай меня, попугай».
•	Повар Павел - повар Петр.
•	От топота копыт пыль по полю летит.
•	Купи кипу пик.
2)	When pronouncing [р], [t], [k] imagine you’re blowing a candle. Make a
sheet of thin paper move by saying powerfully [p-p-t-t-k-k],
3)	a) When pronouncing [p], keep an imaginary feather in the air.
b) Imitate somebody tiptoeing secretly on the floor, saying: [t-t-t-t].
4)	Pretend you are pumping up a rubber mattress, pronouncing [p-p-p-p]
or [t-t-t-t] or [k-k-k-k]; now imitate a punctured tyre with the same
sounds. Imitate the sound of a shot, saying (kJ.
5) Sing the English [d] - da-da-da-da - to your favourite tune.
6) Pronounce the following	Russian words,	articulating [п], [т], [к] as the
English (p|, [t|, |k |.		
какой	там-там	пусть
KOT	ты ли это?	пыль
кто	так	пол
как это?	тик-так	полка
кит	то	пташка
	это	
ПЯТКП Now listen again	to Exercise 1.	Concentrate on the pronuncia-
tion of the consonants |p], [b], (k|, |g], [t], |d].
Listen to the following sets of words,	
across. Observe how- phonetic contexts.	the consonants are
pill - Bill	kit - kid
Lpil] - Lbil]	Lkitl- [,kid]
rip - rib	Dick - dig
[,np] - [,rtb]	Ldik] - Ldig]
read them down and
pronounced in various
tin - din
[.tin] - Rdm]
bit - bid
kbit] — [,bid]
Section 1
489
Step 16
Another difficulty arises when foreign students of English, trying
to pronounce English sounds properly fail to link them together
as they cannot pronounce consonant clusters (combinations of
consonants) either in words or at word junctions.
a) Run your eyes through the following columns of words and listen to
the tape that goes with this task.
7	2	3		4
a sick kid	mix six	spilt milk	middle	pickles
[a ”sik ,kid]	[’miks ,siks]	["’spilt ,milk]	Lmidl]	Lpiklz]
mixed pickles	a grim miller	a thick nib	fiddle	simple
[’mikst ,piklz]	[a ‘’grim jnila]	[a "’Gik ,nib]	Lhdl]	Lsimpl]
a big disk	give Victor	Sid Milton	kindle	pimple
[a “’big .disk]	[’giv ,vikta]	[’sid ,miltan]	Lkindl]	[pimpl]
a big pig	Saint Nicholas	a big mill	little	
[э ’’big ,pig]	["’sn ,nikalas]	[a ’big ,mil]	LlitU	
timid Dick				
[“’’timid ,dik]				
b) Now listen to
clusters’.
what the INSTRUCTOR is going to say about consonant
- 1) When two plosives Ip, b, t, d, k, g] follow one an-
other, only the last one is really “exploded” audibly, and
the regular speech flow is held back to allow the preceding
plosives to be formed. Listen again to Column 1 of the
tape and observe how the second plosive is pronounced.
2)	The same happens when these consonants occur at
word junctions. The first consonant is practically not pro-
nounced but a slight pause occurs before the next sound is
uttered. Listen to the words in Column 1 and observe how
the voice pauses on the preceding consonant.
3)	A similar slight pause, with the suppression of the
plosive, is often heard when a plosive precedes a nasal [n,
m] (the so-called nasal plosion) or a fricative [f, v, 9, d, s, z].
Listen to Columns 2, 3.
4)	When the plosives [t, d] precede [1], the tongue tip
remains on the teeth ridge but the sides of the tongue are
lowered to allow the air to escape. So [t] and [d] in such
situations are normally released laterally (the so-called lat-
eral plosion). When [p, b, k, g] precede [1] (e.g. pickle, sim-
ple), the partial alveolar contact for |l] is made before or at
490
Phonetic Course
the time of the release of the plosive and, in this sense, the
escape of air is also lateral. The effect in both cases is
“explosion” (see Column 4).
The process when sounds influence each other in con-
nected speech and their articulation is changed under this
influence is called assimilation.
c)	Play the tape back, repeat the word combinations and words in the
intervals.
We have approached perhaps a very difficult point in English pronun-
ciation. Your instructor is going to explain why.
There are no sounds similar to the English consonants
[6] and [3] in Russian. When these sounds are pronounced,
the soft palate is raised so that all the breath is forced to
go through the mouth. The tongue is flat. The tip of the
tongue is either close to the upper front teeth forming the
narrowing where the friction is made or slightly projected
between the teeth. The lips do not cover the teeth. The
noise made by the friction is not very great. [0] is a strong
voiceless consonant, [3] is weak. [3] is fully voiced in the
middle of words before a vowel and it is partially devoiced
in the initial and especially in the final position.
d)	Acting as if you were a teacher suggest your students the following
games:
•	pumping up a rubber mattress ([9])
•	imitating a punctured tyre ([9])
•	blowing a candle in a powerful breath ([©[)
•	imitating buzzing bees (z-z-z-z-z-z-z)
•	trying to sing as many tunes as possible on [da, da, da].
e) Now listen to the following sets of words. Observe how [0, d| are pro-
nounced in different phonetic contexts. Read the words imitating the
pronunciation on the tape.
e, e, e	- thin	[Gm]	sin -	thin	- tin
e. e, e	— thick	[Gik]	[sin]	iGin]	[tin]
d, d, d	- this	[Gis]	sick - [sik]	thick [Gik]	tick [tik]
[Step 17E	।	down and	across	the set of words	given	above. Avoid using
Russian [т, д] or [с, з] for the English |0, d|.
Section I
491
Slep 18
Another step forward is the English sound [h[. It is not an easy
sound at all. But let’s listen to our instructor who is going to
explain all the difficulties a Russian learner may meet with
while trying to master this English consonant.
The English consonant [h] occurs only before vowels and
consists of the sound of breath passing between the vocal
cords and out of the mouth, which is already prepared for
the following vowel. This consonant does not make much
fricative noise but in most cases it must not be left out.
It is a mistake to make [h] too noisy, which happens
when it is substituted by the Russian [x], which is formed by
the back of the tongue raised towards the soft palate. The
alveolar [t, d, s, z, n, 1J are replaced by their dental variants
when immediately followed by [0, d], e.g.-.
tenth
eighth
in the city
[ten0]
[eitG]
[in da ,siti]
at the desk
little thing
[at da .desk]
Is this a book? [iz dis a ,bok]
[‘litl ,Girj]
Slep 19
Listen to the following sentences. Read them imitating the model:
|5tep 20|
Ig this Nick?
This ig the bill.
This ig tlje
This is the
Now listen to what the instructor is
sixth pill.
tenth sentence.
going to say about vowel [a|.
The description below is meant to explain the problem
of the English [a], a central vowel which varies from a half-
open to a half-close position. The lips are unrounded. The
opening between the jaws is narrow. This vowel may occur
in all unstressed positions in the word. In the non-final po-
sition this vowel resembles the Russian unstressed vowel in
the unstressed syllable following the stressed one, e.g.
продано. The final English [э] is the nearest to the Russian
final unstressed vowel [a[ in карта.
Mr. Lister [_>mista Jista]
Step 21
Slep 22
Go back to Exercise 1. Play the tape and listen to the verbal
context. Demonstrate your pronunciation skills, reacting to the
stimuli with the suggested intonation.
Listen to your fellow students reading Exercise 1. Be ready to
explain the nature of his/her phonetic mistakes (if any). Correct
the errors.
492
Phonetic Course
Exercise 2
23ЯП Run Уоиг eyes silently through the written samples		below. Listen
to the tape that goes with this exercise.		
Verbal Context	Response	
- Could you possibly tell me what’s there	a mill	[э .mil]
in the picture. I left my glasses behind.	a pit	[э .pit]
Thank you.	a bin	[a .bin]
	a lily	[a Jili]
	a lid	[a Jid]
	a biscuit	[a .biskit]
	a kid	[a .kid]
	a picnic	[a .piknik]
	a pin	[a .pin]
	a tin	]a .tin]
	a pig	[э .pig]
	a big pig	[a *big ,pig]
- Look, Bill. Nick is so pale now.	- Is he?	Liz hi]
- I think he is ill. Something serious.	- Is it?	Liz it]
- Oh, yes. I wonder what’s up?	- Giddy?	Lgidi]
- Maybe. I think he must take something	- Pills?	Lpiiz]
for it.		
- Yes, some medicine.		
ЯЕ You might have noticed that all the	responses are	said with the
low-rising nuclear tone. Now listen to	what the instructor is go-	
ing to say about this tone.		
Low Rise starts from a very low pitch and goes up to
a higher one, e.g.:
- Who is coming?	- .Tim?	.
In the text it is represented like this [J. If the nucleus
is followed by the Tail, the nuclear syllable is pronounced
on the low level pitch and the unstressed syllables rise
gradually. The unstressed syllables preceding the stressed one
are very low, e.g.:
- Someone has come already. - Is it .Kitty? ________________.
Seclion 1
493
Low Rise is commonly used in general questions, re-
quests and statements. They sound non-final, encouraging
further conversation, interested.
 If Low Rise is followed by unstressed syllables, the
subsequent syllables continue to rise to the end of the
Щ phrase and are mainly unstressed or partially stressed:
Ж - The weather is not better today. - .Isn’t it?
|Step 3|
Step 4
Listen attentively to the tape that goes with Exercise 2. Paj
attention to how the voice rises in the responses.
Play the tape again and having heard the verbal context respond
in the interval.
Exercise 3
Step 1
Listen to the drills pronounced
Observe the difference.
with rising and falling tones.
, - Who is going to do it? - Bill. (?)
Step 2
- Lizzie. (?)
- Dick. (?)
- Minnie. (?)
Try to apply your knowledge in a teaching situation with your
group acting as your future class. Suggest a game based on a
comparison between Russian and English tones (rising and fall-
ing). The group is divided into participants and “’experts”. Par-
ticipants pronounce monosyllabic Russian words a) with a Rus-
sian rise; b) with an English low rise; c) with a Russian fall; d)
with an English low fail. “Experts” detect mistakes. You award
points for correct answers to both groups.
494
Phonetic Course
Exercise 4
Step 1
Step 2
Run your eyes silently through the sample exchanges below.
What difference do you think you can trace in the pronunciation
of the vowel [i] in different phonetic contexts?
Play the tape and practise the responses concentrating on the
positional length of the vowel [i] and on the pronunciation of fi-
nal weak consonants.
Verbal Context	Response
- Who’s coming?	- Dick.
-	What are you going to do in the garden7 - To dig.
-	What have you bought?	-	A kit.
-	Very nice gloves! What ate they	made	of?	-	Kid.
-	Order your dog to sit, please.	-	Sit!
-	Excuse me, what did you say your	friend’s	-	Sid.
name was?
Exercise 5
a)	Play the tape that goes with the dialogues and listen to them.
b)	Play the tape back and react to the verbal contexts in the intervals,
imitating the speaker’s pronunciation.
Dialogue 1
A.
-	Excuse me, could you tell me your name?
-	Something else I’d like to know is...
What’s your family name (surname)?
-	And what is your name in full?
-	Thank you. I’d like to know your age.
-	Really? You don’t look it. And... I won-
der if you could tell me where you live.
-	And... What is your occupation?
-	Oh. This may sound a stupid question
but I’d like to know... What do you
usually have for breakfast?
-	Really7 Is it nourishing enough7
-	And... Please don’t answer it if it’s too
personal, but I’d like to know what
you’re going to do now?
-	Really? Oh, thank you very much.
B.
Philip.
Philby.
Philip Sidney Philby
Fifty-six.
In Disley.
I’m a buildei
Milk and biscuits
It is.
Sit and read.
Ughuh.
Section 1
495
Dialogue 2
A.
- Hello. What’s your name?
- Where do you come from?
-	Where were you born?
-	How old are you?
-	What do you do?
-	Where are you living at the moment?
-	What are your plans for the weekend?
Are you going anywhere?
-	Really? Is it in the United States?
-	Thank you very much.
B.
Kim, Kim Dixon
Italy.
Sydney.
Fifty.
(I’m) a physicist
Millom.
Mississippi.
It is.
Step 1
Slep 2
Step 3
Exercise 6
Run your eyes through the sample exchanges:
Verbal Context
1.	- I think this house is awful.
2.	- I say, it’s not cold today
3	- Look, it’s late to go there.
4.	- It isn’t fair to blame her.
Responses
- Is it?
- Isn’t it?
- Is it?
— Isn’t it?
Play the tape that goes with the exercise and listen to it.
Listen to what the instructor says about the function of Lon
Rise in the responses.
As you have probably noticed, the speaker pronouncing
these responses with the Low Rise sounds either surprised
or sceptical.
Step 4
Play the tape back and repeat the samples in the intervals.
Exercise 7
Step 1
Run your eyes silently through the mini-dialogues below. Now
play the tape that goes with the exercise. Repeat the phrases of
the mini-dialogues.
Verbal Context
1. - Kitty.
- Is Mr. Hunt sick?
Response
- Mmm.
- He isn’t sick.
2.	- Bill.
- Sid is sixty.
- Mmm.
- Is he? He’s fifty.
496
Phonetic Course
3.	- Minnie.
- Is it milk?
4.	- Mr. Printer.
- Is Tim in?
- Pity, isn’t it?
5.	- Listen.
- Sister Lily sits and knits and
knits.
- Is it? Lily knits mitts.
6.	- Listen, Vic. Tim’s thin.
- But Tim’s thin as a pin.
7.	- Is Sid in?
- Is he at the mill?
- Mmm.
- Milk? It isn’t milk. It’s bitter.
- Mmm.
— Tim’s ill.
- It is.
- Mmm.
- It’s silly.
— The mitts never fit.
- It isn’t a sin to be thin, is it?
— Give Tim milk.
— He isn’t.
- He isn’t. He’s at the cinema.
|Step 2|
Listen to the advice the instructor is going to give you for a
successful communication.
 In any talk, whether you stand or sit, the speakers
should know how to use the space between them.
& The distance is part of the situation as a whole and
part of all the information we receive. We can’t interpret
any single bit of information separately from everything
else. American anthropologists point out that the comfort-
able distance for private conversation is from an arm’s
x length to about four feet apart. If you stand or sit closer it
||| may create embarrassment.
Ц| It has been registered in linguistic literature that the
role of facial expression in conversation is very important.
In British culture, gestures and facial expression supply the
Щ independent visible element of conversation (and communi-
w cation in general) that can and must be studied alongside
Ц| other linguistic means. If it is not taken into account it
Ж may result in miscommunication. So while speaking English
Ц you should always be aware of your facial expression and
Exercise 8
Read the following pairs of words. Observe the loss of aspiration in
the pronunciation of [pl, (t|, [k] after (s|.
kin - skin
kill - skill
kid - skid
kit - skit
pill - spill
pin - spin
pit - spit
till - still
tick - sticky
SECTION 2
EXAMPLES: e
ea
a
The Vowel [e]
- set, bed, went
- dead, head, breath
- many, Thames
Exercise 4
Step 1
Run your eyes silently through the exercise below. Then play the
tape that goes with it and listen attentively to it.
Verbal Context
Response
- Go over to the window please. Look out and tell me who or what you can see there?	a) Ben Lben] Len [Jen]	Ted f.ted] Ned f.ned]	Bess l.bes] a net [a ,net|	Ellen Lelan] Eddie l.edi]
ГТЯЧЯ Listen carefully to	Glen	a	head Lglen]	|э	,hed| Ken	a	bed Lken]	[э	,bed] men	a	hen l,men)	fa	,hen) b) many men [*meni jnen] ten hens ["*ten ,henz] eleven pencils [i~4evn ,pensilz] what the instructor		a pet	Nelly (a ,pet|	Lnelif a guest	Debbie [a ,gest|	[.debt] a mess	Meggie [a ,mes|	Lmegij Lesley [Jeslif seven melons l^sevn .melanz] plenty of tents Pplenti av .tents] is going to say about	
the pronunciation of the vowel		[e] in different phonetic		contexts.
 For [e] the tongue is in the front part of the mouth.
The front part of the tongue is raised to the hard pal-
Ц ate, but not so high as for [i]. The side edges of the tongue
498
Phonetic Course
make a light contact with the upper teeth. The tongue may
be more tense than in the case of [1]. The lips are loosely
spread. The mouth is slightly open but a bit more than for
[1]. The vowel [e] is longer in the stressed closed syllable
with a weak voiced consonant at the end. It is checked and
much shorter in the stressed closed syllable ending in a
strong voiceless consonant: led - let.
The Russian vowel [э] is slightly more open and re-
tracted than the English [e].
Step 3
Step 4
Listen carefully to Exercise 1 again. Concentrate on the vowel |e|.
Detect the difference in its length in different phonetic contexts.
Listen to the drills below. Play the tape back. Repeat the words
imitating the speaker’s pronunciation on the tape.
bed - bet
[.bed — .bet]
led - let
[Jed — Jet]
said - set
[.sed - .set]
Step 5
Play the tape again (that part of it that goes after the letter Л)
and listen carefully and atientively to how the voice moves from
the first stressed syllable to the last. Now listen to what the
instructor is going to say about the intonation pattern High
(Mid) Level Head plus Low Fall.
Now that you have practised two nuclear tones - Low
Fall and Low Rise - in the patterns that consist of one
stressed syllable we may pass on to those that have more
stressed syllables. The Head, i.e. the part of the intonation
pattern that precedes the nuclear syllables, may be pro-
nounced in different ways. We shall start with the High
and Low Level Heads.
All the syllables in level heads are pronounced on more
or less the same pitch level. If they happen to be on a
high level it is the so-called High Level Head, e.g.-.
I’m “’not quite .sure.
The most common type of High Level Head is the one
containing one strongly stressed syllable and a few un-
stressed or partially stressed syllables, e.g.-.
I “’think I’ll “never .get it.
Section 2
499
The tone mark [*] before the first stressed syllable shows
that all the other syllables of the head are on the same high
level pitch. Practically the first stressed syllable of the High
Level Head stands out above the others which are only par-
tially stressed and are marked in the following way [°].
The tone mark [->] before the first stressed syllable of the
Head shows that all the stressed syllables of this Head are
said on the medium level.
Followed by Low Fall, both Heads sound complete,
definite, final and can be used in all communicative types of
sentences: statements, иЛ-questions, yes-no questions, impera-
tives and exclamations, e.g.:
Verbal Context
- What would you do?
Response
- I ’simply “can’t imagine.
-» You’ll have to keep quiet about it. - But “’how .can I?
- I won’t be late again.
- We’ll be there in no time.
- He says he’ll sue me.
- But ’can I bejieve you?
- Now ’take it ,slowly.
— The “’very i.dea of it!
500
Phonetic Course
Slep 6
1. Go back to Exercise 1 (d, e) in Section 1 and Exercise 1 (b)
in Section 2. Listen to these tapes and then read the following
sample exchanges with the suggested intonation.
Verbal Context
Response
1.
d)-
What is her name in full?
- Miss “‘Linda “Philip .Dixon.
e) - What is his name in full? - Mr ‘‘Vincent “Gilbert .Gibson.
2. b) - Go over to the window,
please. Look out. Tell me
what or who you can see
there.
— ‘‘Many .men. — “‘Seven .melons.
- E‘leven .pencils.
— “‘Ten .hens.
- “‘Plenty of .tents. — “‘Mended .kettles.
Play the tape and listening to the verbal context respond in the interval,
imitating the suggested intonation and sounds of the responses.
Slep 7
Listen to the instructor who’s going to tell you how to pro-
nounce the constrictive sonorant [j].
 The consonant [j] is, in fact, a quick smooth, almost
non-friction glide towards the following vowel. The soft
W palate is raised. It is articulated with the front part of the
w tongue raised in the direction of the hard palate. The sides
Ж of the tongue are raised and the air escapes along the cen-
Ц tre of the tongue.
The corresponding Russian sound is pronounced with
Ц; more noise as the front of the tongue is raised higher.
Section 2
501
oi
a)	Listen carefully to the exercise below. Concentrate on the consonant |jj.
b)	Now read the drills down and across:
N - yen
[,en - Jen]
ate - yet
Let - Jet]
|Slep 8|
Slep 9
Slep 10
s - yes Les - Jes]	L - yell Lei - Jel]
Play the tape with Exercise 1. Listen to the verbal context and
respond using the words in the right column.
Listen to your fellow students reading the exercise. Try to de-
tect his/her errors and discuss them.
a) Now listen to what the INSTRUCTOR is saying about the
norant [w], but first listen to the following words:
so-
will	west
whip	wet
wit	when
	well
There is one
which the symbol
more peculiar consonant in English
is [w]. This is quite a simple sound
with the lips well rounded and slightly
protruded. The position of the tongue is actually the same
as for the vowel [и].
There is no consonant in Russian similar to the English
for
to
When
[w] occurs after voiceless consonants it is no-
b) Listen to the tape. Concentrate on the articulation of the consonant
|w]. Observe how |w] is pronounced in different phonetic contexts.
[wi:]	[a ’wei]	Iwi va.]	[twais]
[wen]	I'nauwAn]	]wi a knnt]	[kwait]
[writ]	['i:kwal]	[,a: wi]	[swi:t]
[wea]	[ri:'wa:d]	•	]‘kwa:ta]
	[‘laeggwidj]		[twelv]
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Phonetic Course
c)	The drills that follow contrast |w] with the consonant |v|. Now listen
to them. Observe the difference in pronunciation.
[wi:I - vi:l]
[well — veil]
[wain - vam]
[w3:s - vas]
['wean - ‘ven)
Exercise 2			
		Run your eyes through the following, that goes with this exercise. Verbal Context	Then listen to the tape Response
i. -	Do you happen to know what time it is now? (or: Excuse me, have you got the time?/Excuse me, what’s the time?)		— Yes, definitely. It’s seven./It’s ten./It’s eleven.
2. -	Would you mind telling me... Do you expect anybody tonight?		— Yes, guests: Mr. and Mrs. Mackcnsie.
3 -	Please, don’t answer this if it’s too personal, but... What’s your nationality9		- American.
4. -	I hope you don’t think I’m being nosy, but... Where do you come from?		- Leicester./Delhi./ Venice./Kent.
5. -	I hope you don’t mind my asking, but I’d like to know your occupation		- A seller./A peddler./ A vet./A chemist./ A dentist.
6. -	Something else I’d like to know is. What are your spare time (leisure time) interests?		— Festivals.
7. -	Would you mind telling me what you are going to do now?		- Yes. To get a tent./ To get a kettle./To send a letter./To send for the dentist./ To get ten eggs.
8 -	How much are the eggs?		— Ten pence./Seven pence./Seventy pence./Seventy- seven./Sixpence.
	2 	React to the stimuli suggested by the words of the responses.	instructor, using the
Section 2
503
Slep 3
Make up questions to the responses above. Try to show that
your facial expression reveals interest (the lift of the eyebrow,
the widening of the eyes and the parting of the lips).
Slep 1
Exercise 3
Go back to Exercise 1 (Section 1, Step 2) and read about the
positional length of vowels. Now listen to the tape that goes
with the exercise below and comment on the difference in the
pronunciation of the vowel |e] in different phonetic context.
Verbal Context	Response
1.	-	Where’s Tom?	-	It’s	a bet he’s in bed!
2.	-	I wonder what	Eric could buy	-	“It’s a set,” he said.
Helen for a present?
3.	-	Look! Teddy’s sleepy.	-	Get	into bed, Ted!
4.	-	I wonder what	made Nick so	-	His	debt,
unhappy?
5.	_ -	Listen, Benny.	Where’s your	-	It’s	dead,
pet? And why are you so sad?
6.	-	I wonder why Nick is so	un-	-	He let himself	be led.
popular?
7.	-	Did you tell Vincent about	it?	-	Yes.
8.	-	What was his reaction?	-	He yelled.
Step 2
Repeat the responses after the speaker on the tape.
Exercise 4
Listen to the contrasts below. Play the tape
responses in the interval.
back and repeat the
bid - bed
[,bid - ,bed]
bit - bet
[,bit - ,bet]
lid - led
Ijid — Jed]
lit - let
[Jit - Jet]
Sid - said
[,sid - ,sed]
sit - set
[,sit - ,set]
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Phonetic Course
Exercise 5
Look at the exercise below. Then play the tape that goes with
it. Can you detect and explain the difference in the tongue posi-
Step 1
tion between |i] and [e]?
Verbal Context	Response
1.	-	Would you mind ordering	your dog	to sit? -	.Sit!
2.	-	Did you buy anything in this shop?	-	A .set.
3.	-	Are you tired?	-	A .bit.
4.	-	I’m sure Lenny’s going to	win.	-	It’s a .bet!
5.	-	Which is the biggest clock	in London?	-	Big .Ben.
Step 2
Step 3
Step 4
Step 5
Play the tape back, listen to the intonation of the responses
very attentively. Can you explain why they sound the way they
do? Why “Sit!” is said with a fall but in the next response the
voice changes its direction? Can you connect it with the general
meaning of the response?
Repeat the responses on
fcctly natural to you.
the tape until you feel they sound per-
You are a teacher now. Listen to the way your students react
to the verbal context of the exercise. Can you detect their mis-
takes? Correct them.
Play the tape back again, give the responses to the same verbal
context but change the direction of the voice. Consider the
changed meaning. Discuss it with the teacher.
Exercise 6
a)	Run your eyes silently through the mini-dialogues below. Then listen
to the tape that goes with this exercise. Play the tape back and re-
peat the phrases after the speaker on the tape.
b)	Act these mini-dialogues out.
Dialogue 1
B.
- Tina.
- Glenn sent Victor a letter.
Yes.
Let him He’ll never get it. He’s
left.
Section 2
505
A.	Dialogue 2	B.
- Kevin.	- Yes.	
- Ben ate six eggs.	- Mmm. It’s his business.	
- He’s sick.	- Ughuh. I bet	he’s in bed.
	Dialogue 3	
A.		B.
- Listen, Moggie.	- Yes.	
- Did Kenneth give	you - Yes, he did. A set/а lily/a necklace/	
anything?	a Philips mixer/expensive silver.	
	Dialogue 4	
A.		B.
- Ken.	- Mmm.	
- Is Helen better?	- Ill. In bed.	
- Still ill?	- Yes.	
	Dialogue 5	
A.		B.
- Did Mr. Kelly help?	- Forget it. He	didn’t.
- Let me help.	- It’s excellent,	Ben!
	Dialogue 6	
A.		B.
- This isn’t a melody.	- Isn’t it? It’s heavy metal.	
- Mmm?	- It’s the best.	
- Is it? It’s a m-m-mess!	- “It isn't a symphony,” I said.	
Dialogue 7
A.	B.
- Is this expensive, Ben? - Yes. No penny left!
Dialogue 8
A.	B.
- Did he get it in Texas? - In Italy./In Venice.
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Phonetic Course
Exercise 7
Slep 1
Listen to the instructor.
If you compare words like peddler and midday you’ll
hear that the first d of midday is not heard, but the voice
pauses slightly for it before uttering the second d As was
stated above (see Section 1), when two or more plosives
follow one another, only the last one is really “exploded”
audibly and the regular speech flow is held back to allow
the preceding plosives to be formed. Listen:
an empty head
He kept it.
He slept.
It’s a bi^jjet/pig.
Help_Peggy.
Visit Tjm.
It’s a cosmetiC-Cpllection.
It’s a pet gift.
Get an excellent pen/pencil.
He’s a sick kid.
A similar slight pause with the suppression of the plo-
sive is often heard when a plosive precedes a nasal [m, n]
or a fricative [f, v, 9, S, s, z]. With this last group the plo-
sive is usually less completely suppressed.
Listen:
Help me.	Mens’ knitted sgts.
He lent mg this.	It’s a collection in sejs, of six.
Let me help them.	It’s a gif^_§et.
Step 2
Step 3
Repeat the phrases above concentrating on the “plosive 4- plosive/
nasal” or “plosive + fricative” combinations. Don’t forget to sup-
press the initial plosive, but allow time for its imaginary appear-
ance.
Make up your own mini-dialogues following the model of the
samples and the phrases of Exercises 5, 6, 7. Act them out.
SECTION 3
The Diphthong [ ei ]
EXAMPLES: a - ape, late, make, lady, waste, base
ai, ay - day, may, waist, rail, aim, rain
ei, ey - eight, veil, weight, rein, they
ea - great, steak, break
Exercise И
Step 1
Run your eyes silently through the exercise below. After you do
this, play the tape that goes with it and listen to it attentively.
Verbal Context	Response
Could you come up to	May	Neil	an ape	Maisie
this picture, please?	[,mei]	Lneil]	[an ,eip]	[.meizil
What do you see in it?				
	Fay	a sail	an ace	a lady
	[Jei]	[э .sell]	[an ,eis]	[a ,leidi|
	Hay	a mail	a lake	David
	l.hei]	[э .meil]	[a Jeik]	LdeividJ
		a cake	a mate	
		[э ,keik]	[a ,meit[	
- And what do you see on the photo?
- Who do you see in the foreground
of the picture?
- And in the background of it?
- In the middle of it?
- What is there in the top right-hand
corner of the picture?
- And in the bottom left-hand corner?
- Merry faces.
["’men Jeisiz]
- David Blake.
[^deivid ,bleik]
— A stately lady.
[a “’’steitli Jeidi]
- Able men.
[“’eibl ,men|
- Baker’s cakes.
[^beikaz .keiks]
- Eightpence.
[.eitpens]
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Phonetic Course
- What is there in the distance?
not
- And on the horizon?
- A landscape.
[э Jaendskeip]
- Eight sails.
[^eit ,seilz]
Step 2
Listen carefully to what the instructor is going to say about the
pronunciation of the diphthong [ei] in different phonetic contexts.
[ei] is a diphthong. It consists of the nucleus which is
strong and distinct and a glide which is very weak. The
nucleus of [ei] is the vowel [e]. For the glide the tongue
moves upward in the direction of [i] and the mouth is less
open. The lips are spread.
The nucleus of the diphthong [ei] is longer in the open
syllable, shorter in closed syllables with a weak consonant
at the end and much shorter in closed syllables ending in a
strong voiceless consonant:
may - maid - mate.
Step 3	Play the tape and listen carefully to the drills below. Play the
	tape back. Repeat the words in the interval after the model. may	a	raid	tape Lmei]	Lei]	|,reid]	Lteip] neigh	aim	rave	fate Lnei]	Leim|	Lreiv]	[Jeit] lay	ale	Dane	Kate Llei]	Led]	Ldein]	l.keit] say	aid	mail	lake Lsei]	Leid]	Lmeil]	[Jeik] Fay	ape	fake [Jei]	Leip]	[Jeik] ace Leis] eight Leitj
Step 4
Listen to the instructor who is going to acquaint you with the
pronunciation of the sonorant |r|.
|||	In order to pronounce the English consonant [r], the
Ж tip of the tongue should be near but not touching the back
of the teeth ridge, the front of the tongue low and the
Section 3
509
back of it rather high so that the tongue has a curved
shape. The position of the lips depends on the following
vowel. The soft palate is raised and the air flows quietly
between the tip of the tongue and the palate.
When the Russian [p] is pronounced, the tip of the
tongue taps very quickly several times against the teeth
ridge. Compare:
puc - rice.
[Step 5	[ ₽lay the tape that goes with the exercise below. Concentrate on
	the pronunciation of [r]. Then play the tape back and repeat the samples in the intervals. rim	red	raid	very trim]	Lred]	Lreid]	Lveri] rib	rebel	race	berry Lnb]	Rrebl]	Lreis]	Lben] rid	rest	rail [,nd]	Lrest]	Lreil] risk brisk]
Step 6	Play the tape that goes with Exercise 1. Listen to the verbal
	context and respond with the suggested intonation.
Step 7	Listen to your fellow students reading Exercise 1. Discuss their
	errors, if there are any.
Exercise 2
Play the tape that goes with this exercise,
tape back and drill the responses.
listen to it silently. Play the
Verbal Context		Response			
1. - Sometimes when	a)	- Yes.	Rain.	A race.	A raven.
I feel tired I like			[,rem]	[э ,reis]	[э jeivn]
to draw. Would			A wren.	A rift.	A river.
you like me to draw anything			[э ,ren]	[э ,nft]	[э 4riva]
particular for you?			Rails. Г	i 1	A rake.	A daybreak.
			Lreilz]	[э ,reik]	(э ,deibreik]
	b)	- Yes.	A very	pretty dress.	Brave men.
			[э ^ven	°priti ,dres]	[“‘breiv ,men
Christmas cake.
[“"krismas ,keik]
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Phonetic Course
2. -	Excuse me, Fraser, but this print is blurred. Could you tell me exactly what’s on this photo?	a)	- Yes. Mabel with eight cakes. [jes || “‘rneibl wiS °eit ,keiks] b)	- A grey rainy day. [a "’grei °reim ,dei] c)	— A lady in a velvet dress. [a “Heidi in a “velvit ,dres]
3. - 4. -	I wonder if you could	— Yes. He’s a painter. ... a sailor, tell me anything	[a ,pemta]	[a ,seila[ about Dane’s present	- a bricklayer. ... a tailor, job. (What does he	Ь ,bnkleia]	[a .teila] do for his living?)	•".a *?а^.ег‘, [a .beika] Could you - Yes. Dane dates Tracy. - Dane isn’t lazy.	
	tell me a bit [jes || "’dem °deits .treisi]	['’dem iznt Jeizi] moie^about _ yraCy ;s very graceful.	— Dane is never late, [’treisi iz °ven ,greisfal]	["Mem iz °neva ,leit] - Dane never makes mistakes. [’dem neva °meiks mis.teiks] — Dane never makes haste. [’’dein neva °meiks ,heist]	
- His maid Maisie breaks plates and is very lazy.
[hiz ^meid °meizi °breiks ,pleits|and iz ">ven Jeizi]
- Dane is afraid to taste Maisie’s cakes.
[*dein iz a°freid ta °teist °meiziz ,keiks]
5. -	Sorry to press you but could you tell me what other countries you’ve been to?	- Yes. Spain. - The States. - Great Britain.		
		I.spein]	[Sa ,steits]	[’greit ,brit(a)n]
6. -	And what cities did you visit?	- Belgrade. [befgreid]	- The Hague. [Sa ,heig]	- Bay City. Lbei siti]
7. -	Hello, Tracy. How can I help you?	— Take this. Heik ,Sis]	- Stay at this place today, pstei at Sis ,pleis tadei]	
— Lay the table.
Mei 3a ,teibl]
— Take the paper and the paint off the table.
[ *teik Sa ,peipa | and Sa _>peinl °nf Sa ,teibl]
Section 3
51)
8. - I hope you don’t mind my asking...
But how old are you?
9. - Look at this magnificent building.
It looks like a gallery.
- Eighty. - Eighty-eight.
[„eitij peiti ,eit]
- Yes. It’s the Tate,
[jes ||its дэ .teit]
10.- I’m fond of British art. Do you
know any British painters?
And what about modern ones?
- Yes. Blake.
[Jes || „bleik]
- Gainsborough.
Lgemzbara]
- Er... Bacon.
Lbeik(a)n]
11,- What’s your feeling...? What makes
this portrait so elegant?
— Maybe velvet and lace.
[“‘Tneibi °velvit and Jeisl
- Sables. - Grace. — Taste.
Lseiblz] Lgreis] [jeist]
Exercise 3
Run your eyes silently through the list of words and phrases below. Listen
to the tape that goes with it. Repeat the words and phrases after the tape
concentrating on the difference between |e] and [ei|.
. let - late
Let’s be late.
pepper - paper
Place the pepper on the paper.
sell - sail
Let’s sell this sail at the sale
a test - taste
It’s a tesl for his taste.
rest - race
Let’s rest. Let’s race.
fell - failed
He fell He failed.
Exercise 4
Step 1
Look through the following mini-dialogues. Play the tape that goes
with it and repeat the phrases after the tape. Act them out.
A.
Dialogue 1
B.
- Tracy.
- David failed.
- He hates tests.
- Yes?
— Did he? Terrible.
- Definitely.
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Phonetic Course
A.
Kate.
The train is late.
A.
Let’s taste this cake.
Very good.
Yes.
Dialogue 2
B.
- Mm.
- Shame, isn’t it?
Dialogue 3
B.
- Mm. It’s great'
- Did Fraser bake it9
A.
Dialogue 4
B.
- Helen, May says it’s diffi- - May is a very lazy lady. It isn’t
cult to make lace.	difficult.
- Lace is trendy. (= fash- - Yes, very.
ionable)
A.
Dialogue 5
B.
- Tracy.
- Dane and David saved
Fraser on the lake.
- And brave.
- Yes?
- Did they? They are very able men.
Dialogue 6
A.	B.
- Listen, Fay. Let’s get off - Yes Mabel hates games. Let's play
Mabel and play a set of together.
tennis.
Exercise 5
You arc a teacher now. Ask a student to read the following phrases. De-
tect his/her mistakes (if any) and explain them.
1.	Give Tim six little biscuits and milk.
2.	Silly sisters live in this city.
3.	Get ten eggs ready for breakfast, Teddy.
4.	David’s May makes tasty cakes.
Section 3
513
Exercise 6
Step 1
Listen to the instructor.
The ability to read correctly (that is to understand the
author’s idea) is an art that can be learnt if one analyses the
context correctly.
As was mentioned above, when English is spoken we can
hear that some syllables stand out above the others. The
same can be said about reading a text from a book. We can
also give special point to our ideas by stressing certain vital
words as we speak. In print we put words specially stressed
in this way in italics or underline them to be sure that the
reader understands the meaning we wish to express. This
“special stress” for emphasis, unlike the natural stress of
words in an objective setting, usually affects the intonation,
attracting the final (nuclear) stress to the word that is the
“core” of the phrase. This emphasized part is called the se-
mantic centre. The nucleus of it is marked with one of the
nuclear tones. Any word may be a sentence focus, e.g.:
A.: I want some shoes.
,	B.: What kind of shoes?
A.: Casual shoes both for me and my daughter.
|S«ep 2|
Look at the exercise below. It is not accompanied by any re-
cording, but in the verbal context the intonation is marked. Pick
up the “core” in the response and suggest the appropriate nu- clear tone — fall or rise. But before analysing the verbal con- text, be sure that you understand the meaning of it.		
Verbal Context		Response
1. -	'‘Have you 'seen my ,pen?	— Is this it?
2. -	“David said .Mabel was going to play. - Did Mabel play?	
3. -	“'Were there .many people there?	— Millions of people.
4. -	He’s “*00 .chicken!	— He’s fifty if he’s a day.
5. -	He’s .dropped it again.	- Silly little kid.
6. -	'‘How did he 'come to Jose it?	- He didn’t. He mis- laid it.
7. -	I’ve '‘no 'real .reason.	- Invent it then.
8. -	“'What ex.cuse shall I give?	- Say David sent a
cable.
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Phonetic Course
9. -	This '“coat doesn’t .fit me.	—	Take it to the tai- lor’s.
		
10. -	'“Lots of people don’t olike it.	-	Take Tracy for instance.
11. -	I was '‘sure you didn’t know how it - .worked.	Fraser explained it to me.
12. -	Is 'Hazel still 'doing .well?	-	Better than ever.
13. -	'How many 'men ‘came to the ‘top of - Ben .Nevis?	Ten men did.
14 -	Did they 'rent 'anything to 'spend the - 'night .in?	Yes, they did.
15 -	Did they .rent the tent or .buy it?	They rented it.
16. -	Did they '‘keep a record of the e.vents? -	Yes, they did.
Step 3
Discuss your intonation with your teacher.
Step 4
Listen to the tape that goes with this exercise and compare
your intonation and the intonation on the tape. Discuss the re-
sults in class.
Exercise 7
Listen carefully to what the instructor is saying about reduction and
rhythm in English.
REDUCTION
Reduction is closely connected with the placement of
stress. By reduction we mean the occurrence of shortened
forms of some words when they are weak-stressed or of
unstressed syllables of a word.
We must distinguish between weak forms and con-
tracted forms. As is well known, certain words are short-
ened so severely (sometimes to a single sound) and so con-
sistently that they are represented differently in informal
writing, e.g.'. It is - It’s, we have - we’ve, etc. It's, we've.
I’ll, etc. are contracted forms.
Almost all the words which have both a strong and a
weak form belong to a category that may be called gram-
matical words - words that do not have a dictionary
meaning in the way that we normally expect nouns, verbs.
Section 3
515
adjectives and adverbs to have. These grammatical words
are words such as auxiliary verbs, prepositions, conjunctions,
etc., all of which are in certain circumstances pronounced in
their strong forms but which are more frequently pro-
nounced in their weak forms. It is important to remember
that there are certain contexts where only the strong form
is acceptable, and others where the weak form is the nor-
mal pronunciation.
The strong form is normally used in the following cases:
1.	For many weak-form words when they occur at the
end of a sentence:
e.g. Chips are what I’m fond of.
2.	When a weak-form word is being contrasted with
another word:
e.g. I travel to and from London a lot.
3.	When a weak-form word is given stress for the pur-
pose of emphasis:
e.g. You must give me more time.
4.	When a weak-form word is being “cited” or “quoted”:
e.g. You should put “on” at the end of a sentence.
Vowels of unstressed syllables of a word are not only
shortened, but may be reduced to the neutral vowel [э], or
change their quality or disappear at all, e.g.:
democrat ['demakrffit—>'demakrat]
dictionary ['dikjanori—*'dikjj>nri]
RHYTHM
The notion of rhythm involves some noticeable event
happening at regular intervals of time; one can detect the
rhythm of a heartbeat, of a flashing light or of a piece of
music. It has often been claimed that English speech is
rhythmical and that rhythm is detectable in the regular oc-
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Phonetic Course
currence of stressed syllables; of course, it is not suggested
that the timing is as regular as a clock - the regularity of
occurrence is only relative. English has stress-timed rhythm
which implies that stressed syllables tend to occur at rela-
tively regular intervals whether they are separated by un-
stressed syllables or not. An example is given below. In this
sentence the stressed syllables are given numbers: syllables 1
and 2 are not separated by any unstressed syllables, 2 and
3 are separated by one unstressed syllable, 3 and 4 by two
and 4 and 5 by three.
1	2	3	4	5
Walk down the path to the end of the canal.
The times from each stressed syllable to the next one
tend to be the same, irrespective of the number of inter-
vening unstressed syllables. Each unit of rhythm, the foot,
begins with a stressed syllable and includes all the following
unstressed syllables up to the following stressed syllable. The
example sentence can serve to illustrate this division. There
is an important difference in English between strong and
weak syllables. Russian does not have such a noticeable dif-
ference, so it is necessary to concentrate on making un-
stressed syllables not only weak but also reduced.
In some cases stress placement is conditioned by the in-
fluence of rhythm. Examples such as four'teen - 'fourteenth
'day are said to be caused by a tendency in English to
avoid two strong stresses near each other.
Exercise 8
Read the following phrases observing the rhythm pattern. Break the into-
nation groups first into rhythmic groups, then practise reading them and
try to memorize them.
1.	Get ten eggs ready for breakfast.
2.	Better late than never.
3.	Every day in every way the weather gets better and better.
SECTION 4
The Diphthong [is]
EXAMPLES: eer, ear, ere - deer, dear, here
eir, ier, ir - weird, fierce, fakir
ea, ia, eu, eo - idea, museum, morphia, theological
Exercise 1
IStep 11	Run your eyes through the material below. Listen to the tape that goes with this exercise. Concentrate on the diphthong |ia|.						
							
- Do	you happen to know words pronounced with						[ia]?
	1		2	3	4	5	6	7
- Yes:	ear [ia]	Lear [Jia]	fear [Jia]	appear [a ,pia]	India [jndia]	ears l.iaz]	nearly hideous Lmali] Lhidias]
		near Lnia]	shear [Jia]	disappear [,disaKpia]	morphia LmaJia]	real Lnal]	hero genius Lhiarao] Ldsiinias]
		mere [,mia]	peer I.pia]	Korea [ka,na]	windier Lwindia]	beard Lbiad]	zero Lziarau]
		dear Ldia]	pier Lpia]	fakir [fa,kia]	stadium weird Lsteidiam] Lwiad]		period Lpianad]
		hear Lhia]	tear Ltia]	interfere [.intajia]		fierce [Jias]	serious Lsianas]
		here Lhia]	tier [Jia]	severe [sa,via|			
		beer Lbia]	clear Lklia]				
Listen carefully to what the instructor is saying about the
position of [ia| in the following columns of words.
These columns of words are arranged according to the
position of the diphthong [is] in different contexts.
» Column 1 -	word-initial position
Column 2 -	word-final position in monosyllabic words
Column 3 -	word-final position in the stressed syllable of disyllabic words
Column 4 - 1	word-final position in the unstressed syllable of disyllabic words
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Phonetic Course
Column	5 -
||| Column	6 -
Ж Column	7 -
	
Step 3
in monosyllabic words before sonorants, weak
and strong consonants
in the first (stressed) syllable of disyllabic words
in the second (unstressed) syllable of disyllabic
words
Listen carefully to what the instructor is going to say about
the pronunciation of the diphthong [is] in different phonetic con-
texts.
Now let’s consider the first of the centering diphthongs,
i.e. the diphthong [raj.
The starting point is a little closer than [i] and then there
is a glide towards [э]. The lips are slightly spread for the nu-
cleus and are neutral for the glide.
The nucleus of [iaj is the longest in the stressed open syllable:
ear [ja]	Lear	[,lia]	appear	[a.pia] near	[,nia|	severe	[salvia] mere	[,mia]	interfere	[mtajia] dear	Ldia] beer	Rbia] here	[,hia]
[ia] is shortest before a strong voiceless consonant: fierce.
Step 4
a) Play the tape back. Listen to
according to the position of [iaj
concentrate on its length.
the columns of words arranged
in different phonetic contexts;
b) Listen carefully to what the instructor is going to say
about the pronunciation of the consonants |tf|, Idj] called
“affricates”.
There are two affricates in English: [tf] and [63]. When
they are pronounced, the tip of the tongue touches the back
part of the teeth ridge. The front of the tongue is raised to-
wards the hard palate ready for the fricative release. During
the closure an audible fricative sound is heard. Both elements
in [tf] are voiceless, in [63], fully voiced, when it occurs in the
middle of words before a vowel and partially devoiced in the
initial, and especially in the final position, [tf] is strong, [63] is
always weak. The Russian [4’] is less energetic, the friction is
weaker and it is articulated not with the tip, but with the
blade of the tongue.
Section 4
519
IStep 5	a) Pronounce some Russian words, substituting English [tf| for
	Russian [ч]. чай	чин	чечевица	чуб	матч чайка	чибис	чехи	черный	мечта чашка чая	читка	честь	через b) Try to read the same words first with the Russian [ч’|, then with the English [tj].
ISlep 6	Read the words given below. Discuss the results with your
	teacher and fellow students. chin	chip	ditch	picture	hitches chill	chick	hitch	lecture	riches cheers	check	rich	hetches
Step 7	Pronounce the words in the English column below. Be careful
	not to split [dj] into two elements. Then pronounce the Russian words. Notice the difference. Джесси	-	Jessy	jelly	-	желе Джин	-	Jin	jingo	-	жим Джим	-	Jim Джейн	-	Jane
Slep 8	Read the contrasts below. Discuss the results with your teacher
•	and fellow students. rich	-	ridge	chin	-	gin	chilly	- jelly etch	-	edge	chip	-	gypsy	chest	- jest
Step 9	Read the exercise down. Do not make the [tf, dj| too soft be-
	fore the vowels [i, e, ei|. Make the final [dj] very weak. Read the words with Low Fall. chin	rich	chain	Jane	Jenny fetch	change	chips	Jill	village
Step 11	2 Run your eyes through the verbal context and the response. Lis-
ten to the tape. Concentrate on the diphthong [ia|. Verbal Context	Response - I say, you’re looking very pale. What’s hurt- - Ears, ing you? - How far is your house?	— It’s near. - I don’t remember the King’s name who di-	- Lear, vided his kingdom between his daughters in a Shakespeare’s play?	
520
Phonetic Course
- I’d like to know which is the most popular	- A deer.
animal in the Highlands of Scotland?	
- Could you tell me where the art exhibition is?	— It’s here.
- What makes you tremble all over?	- Fear.
- What struck you in the picture?	— A tear on the face.
- Where do you come from?	— India./Korea.
- Cheers to your health, dear.	— Cheers.
- I wonder what your granny takes to ease the pain?	— Morphia.
- Is it warmer today?	- Yes, but it’s windier.
- Is it easier to walk in these shoes?	- Yes, it’s easier.
- Is this armchair more expensive?	- Yes, but it’s cosier.
- I’d like to know if this pearl is imitation or not9	- It’s real.
- Why are you whispering?	- Tim may hear.
- What’s your feeling?	- He’s a dear.
- Where can I see the picture?	— In the museum.
- What do you think of the project?	- His idea is very clear.
Step 11
Run your eyes through the verbal context and the response. Lis-
ten to the tape. Concentrate on the diphthong |ia].
The head is called falling when the stressed syllables
move down by steps, and intervening unstressed syllables
fall down, continuing the descending direction. It is marked
in the text like this:
- His '‘beard has 'nearly disappeared into his ,beer.
In the stepping head unstressed syllables are pronounced
on the same note as the preceding stressed syllables, eg.;
- What do you think of the project?
- His i'dea is 'very ,clear.
Step 12|
Play the tape again (Step 10) and listening to the verbal context
respond imitating the pronunciation and intonation of the speaker.
Section 4
521
Exercise 2
Check your progress. Make a suitable response to the stimuli suggested.
1.	- How far is your house from here?	________________
2.	- What’s your view of the book?	________________
3.	- What makes Bill so unrecognizable, I wonder? __________________
4.	- Is the temperature low today?	________________
5.	- What do you think of Philip?	________________
6.	- What’s your opinion of Blake?	________________
7.	- What’s on in the Shakespeare Royal theatre? __________________
8.	- What shall we buy here?	________________
9.	- Excuse my being personal, but	________________
what made you faint? 
Exercise 3
Practise the following contrasting pairs of words concentrating on the posi-
tional length of vowels:
fears - fierce series - serious peers - pierce
Exercise 4
Mack stresses and tunes in the following sentences. Transcribe and intone
them. Read them.
1.	They have very clear beer here.
2.	A hideous but genius face
3	A series of mysterious events.
4.	Steer clear of the pier, dear!
5.	This beer isn’t real and it isn’t
6.	It’s clear some’ll sneer.
7.	It appears to be serious
8.	He fears it isn’t real.
9.	Tear this letter, dear.
Exercise 5
Look up the following words in the dictionary. Give the corresponding
Russian equivalents. Transcribe them. Practise reading them.
eerie	bleary	sleer	seer, sear, sere
revere	impious	sneer	sphere
dreary	cereal, serial	rear	seveie
queer	fearless	leer	weird
delirious	pictorial	freer	fakir
theological
morphia
Exercise 6
Make up mini-dialogues introducing words
and phrases with JiaJ.
SECTION 5
The Vowel [ i: ]
EXAMPLES:
ее - tree, cheese, canteen
e - complete, be, these
ea — leaf, reason, sea
ie - piece, field, siege
Exercise 1
Step 1
Run your eyes through the material below. Look up unknown
words. Listen to the tape that goes with this exercise. Concen-
trate on the pronunciation of the vowel |i:| in the responses.
W	Hello, everybody. Let us remember the English alphabet.		
в	e LiJ	c Lsi:J	p |,pi:	:]	v [,vi:|
b	d [,di ]	t [,ti:	
W	There are	a few letters which	are pronounced with the
Ж vowel [i:J in them. What are thev?		That’s right. Now listen
Я to some words	and word combinations with this vowel	
®	Pea	peal	feed	meat	e
»	^P‘l	Lpi:l|	[Ji:d]	[,i:|
Ж	tea	bean	seed	beaf	eel
1 Ui:1	[,bi:n]	[,si:d]	[»bi:f]	[,i:l]
w	sea	bream	cheese	leek	Eve
	Lbri:m)	Ltfi:z]	[Ji.k|	[,i:v]
	cream	leaves	piece	Edith
	[,kri:m|	[,li vz]	[,pi:s]	[,i:di6] peach	eat Lpi:tJ]	Li t] treat Ltri:t]
lb	tea leaves	green tea	green beans
Ж	I.ti: li:vz]	[^gri:n ,ti:|	[^gri:n ,bi:nz]
Ж	beet leaves	deep freeze	medium heat
[,bi:t li:vz]	l^di:p Jri.z]	[^midiam ,hi:t]
green peas	lean meat	three teas
Ж	[^gri:n ,pi:z]	Hi:n ,mi:t]	[*6ri: ,ti:z]
Section 5
523
Step 2
Listen to what the instructor is saying about the vowel (i:J.
For the vowel [i:] the tongue is in the front part of
the mouth. The front of the tongue is rather high in the
mouth, but the position is not stable; the starting point is
the English [i] which is more advanced and higher; then
there is a slight but noticeable glide towards the Russian
vowel [и]. The tongue is rather tense. The side rims of it
make a firm contact with the upper teeth. The lips are
spread.
The vowel [i:] is definitely longer in the open syllable
when it is free. It is shorter in the closed syllable with a
weak voiced consonant at the end. It is much shorter in
the stressed closed syllable ending in a strong voiceless con-
sonant: he - heed - heat.
	me - [mi:|	meal - [mi:l]	meat [mi.t]
	Lee -	lean	leek
	[li:l	[li:n]	[li:k]
	pea -	peas	piece
	lpi:|	[pi:z]	[pis]
	tea	teas -	teeth
	[ti:l	[ti:z]	[ti:6]
For Russian learners of English it is very difficult to
pronounce initial [i:] without the glottal stop.
Play the tape that goes with Exercise 1 and listen to how |i:|
Step 3
sounds in	the initial position.		
e	Eve	It’s easy.	Eat the eel.
bl	[iv]		
eel	eat	Is it easy9	Eve eats cheese at dinner
[i:ll	[i:t]		
Read the	following	Russian words	with the English |i:|.
ивушка	Ира	лира	мимо
иволга	Инна	Мила	мишка
Step 5
Play the tape that goes with Exercise 1. Mind the high note
from which the voice falls in words and word combinations. Lis-
ten to the explanation of this melody.
524
Phonetic Course
H gh Fall is another falling tone in English. In this
case the voice falls all the way down from a high to the
lowest note possible, e.g.:
- 'No.
- Oh 'no, Eve.
This nuclear tone conveys personal concern, involve-
ment, interest.
If we have one stressed syllable in the Head (possibly
followed by unstressed or partially stressed syllables) the
Head is called Level. In case this accented syllable is pro-
nounced in medium level the Head is Medium Level:
- What would you
like for dinner?
- ’’Green 'peas.
Step 6
Listen carefully to Exercise
different phonetic contexts.
1. Concentrate on the vowel [i:J in
Slep 7
Play the tape back. Imitate the words in the intervals. Pro-
nounce the words with High Fall and phrases with Medium
Level Head + High Fall.
Slep 8
Run your eyes silently through the sample exchanges below in
which the pronunciation and usage of the words of Exercise 1 is
practised. Play the tape, listen to the responses and their intona-
tion (High Fall; Medium Head + High Fall). Repeat the re-
sponses after the tape.
Verbal Context
1.	- What would you like to
eat, Edith?
2.	- Eve, I’d like to meet you
one evening for a meal.
3.	- There’s the menu. What
will you eat?
Response
'Peas./ 'Beans./ 'Cream./ 'Cheese./
'Meat./ 'Beaf./ 'Leek./ 'Peaches.
“’Big 'treat it’ll be.
’Creamed 'veal./ ’Steamy 'beef./
’Sea 'eel./“’Green 'peas.
4.
- What would you like
for a sweet dish?
— “’Peaches with 'cream./'Three ‘pieces
of 'cheese./ ’’Tea and 'cream.
Slep 9
Think of verbal contexts to the words and phrases of the re-
sponses in Exercise 1 and ask your fellow students to respond.
|Slep 10|
Listen to the way your colleague reads the responses. Detect the
possible errors and discuss them.
Section 5
525
Exercise 2
Step 1
Our next step forward is going to be the English fricative con-
sonants [J] and [3]. Listen to what the instructor is saying
about the articulation of these consonants.
The pair of consonants transcribed as [_[, 3] are rela-
tively easy for Russian learners. When these consonants are
articulated, the tip of the tongue is close to the back part
of the teeth ridge. The front of the tongue is raised to-
wards the hard palate, thus palatalizing the sounds, [f] is
strong and voiceless, [3] is weak and voiced. The Russian
consonants [in, ж] are articulated almost in the same way,
only the blade but not the tip of the tongue is raised to
the back part of the teeth ridge.
Step 2
Now listen to the following sets of words. Observe how [J, 3I
are pronounced in different phonetic contexts.
f>p		'fiJiD	'тезэ
fed	puf	pufiD	'р!езэ
feip	гл!	•глрд	ju:3ual
/1Э	flaef	‘steifn	дгегаз
Ji:	Ьгл/	'faefn	ги:з
Read the exercise down. Do not raise the front of the tongue too high.
Our next step forward is the intonation of the alternative question.
Slep 3
Step 4
Alternative questions are commonly broken
intonation groups, the first pronounced with Low
second with Low (Medium) Fall:
- AVould you 'like ,tea | or ,coffee?
into two
Rise, the
Exercise 3
Play the tape and listen to the phrases below. Concentrate on the intona-
tion of the alternatives. Transcribe and intone the phrases. Read them:
1,	_ Would you like tea or coffee? 4. - Would you like peas or beans?
2.	- Here’s the meat.	5. - This fish looks good.
- Is it beef or veal?	- Is it eel or bream?
3.	- Shall I buy leek or peas?
526
Phonetic Course
Exercise 4
Make up verbal contexts to which the following are responses.
-	Peaches or cream?	-	Easy or difficult?
-	Beef or veal?	-	Beet leaves or green leaves?
-	Bream or eel?	-	Cheap or expensive?
-	Tea or a meal?	-	Cheese or peaches?
- Peas or beans?	- Lean meat or creamed veal?
Exercise 5
Run your eyes silently through the word combinations below. Be sure you
know all the words. Listen to the tape, concentrating on the difference
between |i] and |i:|. Repeat the word combinations imitating the pronuncia-
tion of the speaker.
sea fish	little peaches	fillet of beef
veal fillet	grilled beef	whipped cream
a steamy dish	a quick meal	chick peas
sheep kidneys	mixed beans	Swisscheese
sweet figs	a big tea	pickled peas
beef skin split peas	kidney bean	chilly cream
Exercise 6
Our next step is
the INSTRUCTOR.
the intonation of enumerations. Now listen to
Step 1
Step 2
Enumerations are commonly used with the Low Rise if
are not final. They are marked by short pauses as
form separate intonation groups.
For ,breakfast | I “"usually have ,tea, | ,milk | and ,cheese.
Listen to the following sample exchanges. Concentrate on the
intonation of the responses.
Verbal Context
Response
- What do you usually have
for breakfast?
- Who came to your party?
- What would you like for
the second course?
- I usually have tea, milk, biscuits and
cheese.
- I invited Jean, Eve, Edith and Philip.
- Fd like fish, chips, peas and beans.
Section 5
527
Step 3
Step 4
Play the tape back. Imitate the models.
Think of your own verbal contexts to which you can respond
using enumerations.
Exercise 7
Look through the mini-dialogues. Play the tape that goes with them. Re-
peat after the tape. Be ready to act them out.
Dialogue 1
A.	B.
- Eve drinks weak black tea.	- It isn’t the tea for Edith.
- Let her drink the tea as In Tennessee they drink green
she pleases.	steamy tea.
Dialogue 2
A.	B.
- Is it easy to please Peter?	- Very. He’s keen on lean meat.
- Aha. Then grilled beef and - Yes. A steamy meat dish for
mixed beans for Peter and Peter with three teas for . the
a tea for me. With cheese three of you.
ahd sweet figs.
Dialogue 3
A.	B.
- Eden’s mean!	- Is she?
- She’s greedy. She gives her - But Caesar needs beans and
pet Caesar beans and green green leaves,
leaves.
Dialogue 4
A.	B.
- Each teacher needs to be - Some people feel it isn’t easy to
free to teach as he pleases. please teachers.
- Indeed!
SECTION 6
The
EXAMPLES: i, у
igh, eigh
ie, ye
ei, ai
Diphthong [ai]
- time, bite, climb, cry, dry, by
- high, light, fight, height
- die, lie, pie, tried, dye
- either, eider, aisle
Exercise 1
|Slep 1
Run your eyes through the dialogue below. Look up unknown
words. Translate them. Listen to the tape that goes with this
exercise. Concentrate on the pronunciation of the diphthong |ai]
in the responses.
Verbal Context
Response
- Hi, Mike.
- What’s that detective story you
are reading?
- Sounds interesting. Do you mind
if I ask you a few questions?
- When he came into the house af-
ter the crime what did he find in
the sitting-room?
- And what was left in the garden?
- What did Mike find in the attic?
- What were the books called?
- Oh, were the diamonds in one of
the books?
- Were they in the pipe?
- Who tried to hide them there?
- Who did Clive suspect?
- How did Clive spot Myra? He
didn’t find Myra when he was in
the attic, I suppose...
- And when he left...
- .Hi.
- "“Five ' Diamonds and ' Clive
.Glide.
- ’ Why, i ,try to read it.
- A .pie, | a .tie, | some ,wine.
- A .file, | a “’bottle of .wine |
and a “’pile of .lime.
- A .pipe, | a .kite, | a .lighter, |
a "’bike and °four .books.
— The .Dive, The ""High .Tide,
.Lies, The .Drive.
— Why, you are '‘not quite
.right,
— .Fine! You are on the ’right
.lines.
- '‘Sly 'Myra .White.
- ,Iza, | .Isaac, | .Ivy, | I.rene.
- ’ Why, | you are .bright.
- '‘Myra was ' trying to ' hide
the diamonds in the .pipe |
’when...
Section 6
529
- Oh, what happened next?
- What frightened her?
- Ah, what a sad end for Myra.
- **Myra got .frightened.
- '‘Five ' white .mice. ^Myra
.cried | and 'Give was as
'quick as ' lightning to .find her.
- And 'what a de'lightful
sur.prise for oClive.
Step 2
Listen carefully to what the instructor is going to say about the
pronunciation of the diphthong |ai| in different phonetic contexts.
The diphthong [ai] starts from the advanced vowel [лI
with the mouth wide open and the lips neutral. For the
glide the tongue moves upwards in the direction of [i], with
the mouth very narrowly open and the lips spread and not
rounded. In the open syllable the nucleus is longest and it
is shortest in the closed syllable before a strong voiceless
consonant.
The Russian sound combination [ай] starts with a less
front position and ends in sonorant [й].
[Step 3|
a) Now listen to the following sets of words with [ai] in various
phonetic contexts.
I	[at]	eyes	[aiz]	ice	[ais]
lie	[lai|	lied	[laid]	light	[lait]
tie	[tai]	tide	[taid|	tight	[tait]
sigh	[sad	side	[said]	sight	[salt]
b) Read the exercise down and across. Make the sound closer
and weaker to the end.
Step 4	Now listen to the words of Step 1 arranged in columns according
	to the positional length of [ad- Concentrate on the length differ- ences. Play the tape back, repeat the words in the intervals. pai	laim	laiz	lait	.aivi	.maira tai	pail	daiv	baik	.aizak	.daiamandz flai	tailz	taid	paip	.aiza	.traug hai	fail	haid	kait	ai.ri:m	Jaitmg trai	wain	faiv	wait	.fraitnd wai	fam	klaid	rait	dijaitful slai	famd	draiv	brait	sa.praiz glaid	mais kraid	kwait
530
Phonetic Course
Play the tape that goes with Step 1. React to the verbal con-
Step 5
		text read to you by the teacher or a fellow student, using the words in the right column. Imitate the intonation on the tape.		
1.	Verbal Context - What is there on the table?		Response - A pie.	[э ,pai]
2.	—	What is buzzing in the kitchen?	- А Пу.	[э Jlai]
3.	—	Do you think I can do it?	- Try.	[,trai|
4.	—	What’s your favourite tree?	- A lime.	[э Jaim]
5.	—	What tool do we use for smoothing	- A file.	[э Jail]
6.	—	rough surfaces? What does your grandfather enjoy	- A pipe.	[э ,paip|
7.		every evening sitting before the fire? What is your brother’s favourite	- A kite.	[э ,kait]
8.	—	thing? What can set a cigarette burning?	- A lighter.	[э Jaita]
9.	—	What do you call a current of water	- The tide.	[da Jaid]
10.		caused by the pull of the Moon and Sun? What does he absolutely hate?	- Lies.	[Jaiz|
11.	—	What is there in the yard near the	— A pile of	|э ^pail
12.	—	barn? What did Mike give his son for his	lime. - A bike.	av Jaim] ]э ,baik]
13.	—	birthday? What are you going to cover your	- Tiles.	|jailz|
14.	—	bathroom walls with? What was her husband wearing	- A tie.	]a ,tai|
15.		round his neck at Myra’s party yes- terday? What was great Newton’s first	— Isaac.	Laizak]
16.		name? What does he usually say instead of	- Hi.	[,hai|
[step		“Hello”? Now think of some verbal contexts in	which words in	the right
column might be used as suitable responses. Ask your fellow
students to respond.
Listen to your fellow students reading the words of Step 4. De-
tect possible errors. Discuss them.
Slep 7
Exercise 2
Run your eyes silently through the sample exchanges below. Concentrate
on the intonation of enumeration in the responses.
Section 6
531
- I see you’ve been to the supermarket. What did you buy there?
a. a .tie	b a .pine	c a .pipe	d. a ’’pint of .rye
a .pie	a .fine	.spice	“’white .wine
.dye	.wine	.rice	Tine .dice
.rye	.tiles	a .pike	a ’’high .bike a ’nice .tie ’piles of .rice.
- I see. So many things. Where is the money coming from? Oh,
you look so grim. What’s the matter?
— I 'see .ice in your eyes.
Step 1
Exercise 3
Listen to the dialogue below. Translate it. Imitate the intonation
of the responses in the intervals. Concentrate on the intonation
pattern High (Medium) Level Head + Low Fall for High Fall).
Verbal Context	Response
- What did you think of the meal at - Delightful.
Mary’s dinner party last night?
- Do you know who helped her to - Dinah Bright,
prepare everything?
- How was the soup?	- Spicy and appetizing.
- What did she serve for the second - Chinese mushrooms and rice,
course?
-	How did they taste?	- Quite nice.
-	How was the fruit in the fruit - Quite ripe,
salad?
-	How did Mary look?	- Frightened.
-	What was her husband wearing? - A bright tie.
-	And what colour was Myra’s - Light lilac,
dress?
-	Did you drive yourself?	—	No, I dislike driving.
-	Who drove the car then?	-	Mike.
-	Do you think Mary will	invite me	-	It’s quite likely. She	might,
next time?
lep 2
[Step 3|
Look through the words and word combinations of Step 1. Read
the dialogue and learn it by heart.
Use the words and word combinations of Step 1 in your own
dialogues. Act them out.
532
Phonetic Course
Exercise 4
ISlep 1|	Listen to the words below. Look them up in the dictionary. Pay			
	attention	to the pronunciation	of the vowel	sequence [ai + э[:
	trial	buyer	riot	shire
	tyrant	liar	Mire	wire
	spiral	dyer	diary	hire
Slep 2
Listen to the instructor
diphthong [al + a|:
explaining the articulation of the
It’s a vowel sequence, formed by adding [э] to the
diphthong [ai]. After [ai] the tongue moves down and a bit
backward. Notice that [i] is very weak here: fara > faa > fa:.
|Slep 3|
Listen to the following vowel contrasts. Pay special attention to
the difference between [ail and |aia|. Read the words imitating
the pronunciation
trai - traial
tai — taiasam
spai - spaiaral
of the speaker.
bar - baia
lai - laia
dai - daia
rai - raiat
mai - maia
dai - daian
[Slep 1
a.
1.
2.
3.
4.
5.
b.
c.
1.
2.
3.
1.
2.
3.
Exercise 5
Say the following
the Stepping Head + Low Fall or High (Medium) Head + High Fall.
Pay special attention to the pronunciation of the diphthong [aij
and the vowel sequence |ai + a]:
Clive climbs high spires at night.
Dinah is quite nice but frightfully shy
Clive decides to invite Dinah to dine
He tries to find some white wine.
Dinah decides she would like to dine with Clive and arrives
on time, but politely declines the white wine
A white kite flying high in
I have ninety-nine pages to
You look nice, Myra.
Iris wires to Ireland: “Send
Ira is not a liar.
Let’s dine at Society of Symond’s with the scientists.
phrases carefully to yourself. Mark them with
the sky.
type for Friday.
Ira violet irises”.

Now read the phrases aloud. Get someone else to join you. Detect
each other’s mistakes in the sounds and intonation, if there are any.
SECTION 7
The Vowel [ ae ]
EXAMPLES: a - land, bad, sat, hatter, sad, sat, hand, lamp,
rash, pack, marry
Exercise 1
Step 1
Run your eyes silently through the exercise below. Play the tape
that goes with it and listen to it attentively.
- Look! Your guests are coming. Who did you invite to your birthday?
a. Dan [,risen]	Mag Lmaegi	Jack 1	[.djaekl |	Ann	Andy [,aen]	[,aendi]	Amanda [a.maendal
Ralph	Babs	Mat	Allan	Francis
Lraelf]	[,baebz|	[,mset|		Laelan]	[Jraensis]
Sam		Nat	Anthony	Harry
[,saem]		Lnaet]	[,aentam]	[,haen]
Frank		Pat	Alice	Stanley
[Jraegk]		Lpaet]	[,aelis]	[,staenli]
				Carol
-				Lkaeral]
b. Alice Adams		Harry Anderson	Francis Amis	Carol Asher
[*selis .aedamz]		]“*hsen ,aendasan]	Hraensis ,semis]	[~*кгегэ1 ,aejo|
Step 2
Listen carefully to what the instructor is going to say about the
pronunciation of the English vowel [as| in different phonetic contexts.
There is one more peculiar vowel in English for which
the symbol is [ae]. When [ae] is pronounced, the mouth is
more open than for [e]. The tongue is in the front part of
the mouth. The front of the tongue is rather low. The
lower jaw is considerably lowered. The side rims of the
tongue make a very slight contact with the back upper
teeth. The tongue is more tense than in the case of [e].
This vowel appears to be much longer before weak conso-
nants, especially before [b, d, g, m, n, 63]. In this position it
is almost equivalent in length to [i:, а:, э:, u:, з:], cf. bad -
heart. The stressed vowel [ae] is checked and much shorter
before strong voiceless consonants: [baek].
The Russian [э] is less open and slightly more re-
tracted than the English vowel [ae].
534
Phonetic Course
IStep 3|	Listen to Exercise 1.	Notice how	[ae] sounds in different phonetic
	situations. Now listen	to the following sets of words.	
	add	lab -	lap
	[aed]	[laeb]	[hep]
	am	rag -	rack
	[aem]	[raeg]	[гаек]
	ate	had -	hat
	[aet]	[haed]	[haet]
Read the exercise. Take a mirror and check the position of the jaws.
They should be kept apart. Keep the tip of the tongue near the lower
teeth. The body of the tongue should be advanced. Take care to keep the
front of the tongue very low in the mouth. To make [aej checked, cut it
off by the following strong voiceless consonant.
It is very common and very easy to confuse [e| and |ae|. The drills
that follow contrast [e| with [aej. Be sure you can hear and produce the
difference.
The following exercise is designed to help students to distinguish be-
tween vowels that may sound similar. Listen to it and read it.
men - man
lend - land
pet - pat
1. Will the men/man come?
2. Don’t pet/pat the dog.
Think of similar pairs of your own.
Step 4
Listen carefully to Exercise 1 again. Concentrate on the vowel |ae|.
Detect the difference in its length in different phonetic contexts.
IStep 5	Listen to the tape and comment on the difference in the pronun-
	ciation of [ae] in different phonetic contexts. add	[aed]	lab	[laeb]	lap	[laep] am	[aem]	cab	[kaeb]	cap	[kaep] ate	[aet]	had	[haed]	hat	[haet]
Ste^6	Play the tape that goes with Exercise 1. Listen to the verbal context and respond, using the words of the drill. Reproduce the suggested intonation.
Sle	| Listen to your fellow students reading the drills. Discuss their errors, if there arc any.
Exercise 2
Play the tape that goes with this exercise, listen to it silently. Play the
tape back and drill the responses.
Section 7
535
1. - I wonder what things you bought for the	- Ham. Crabs. [.haem] [.krabz]	Crackers. [.krakazl	Cabbage, [.kaebidj]
party.	A lamp. A pan. [э .laemp] [э .paen]	Candies. [.kaendiz]	Candles. [.kaendiz]
		Carrots. [.kaerats]	Matches, [.maetjiz]
		Radish, [.radif]	
2. - And where do your guests come from?	- The Alps. Man. [di.aelps] [.maen]	Dallas. [.daelas]	Alaska. [a.Iaeska]
	Cannes. Africa. [.kaen] [.aefnka]	Paris. [.paens]	
3. - Something else I’d like to know... What presents did you get for your birthday?	- An album of stamps. - A map of Canada. [an ’’aelbam av .staemps] [a^maep av .kaenada] — A book about Pygmalion. - A Canon camera. [a^buk abaut pig.maelian] [a ’’kaenan .kaemara] — A travel bag.	— A blank deskbook. [a .travel baeg]	[э ’’blaegk .deskbok] - Ceramic animals.	- A plastic rabbit.
-	[sCramik .aenimalz]	[a ’’plaestik .rabit] - Natural satin. [’’naetfral .saetm]
4. - I wonder what	you - Black slacks. - An attractive wrap.
wore at the party?	[^blaek .slaeks] [an a^traktiv .rap]
Exercise 3
Step 1
Now listen to what the instructor is going to say about the
intonation type High Level Head + Low Rise.
The stressed and partially stressed syllables of the
Head are pronounced on a fairly high note and on the
same level. The terminal tone is a low rising one. It usually
sounds lively, airy.
- I don’t think I’ll ever do it. — It’s a ’’matter of .practice.
536
Phonetic Course
Step a
Play the tape and listen carefully and attentively to how the
voice moves from the first stressed syllable to the last.
Verbal Context
1.	- Who are you
talking to?
2.	- What kind of music
are you fond of?
Response
- A ’talented .actor.
		.	
’Classics and	t jazz.
	
- It “’doesn’t .matter, “Ann.
О
3.	- I’m sorry I missed
the class.
4. - I don’t think I’ll
ever do it.
- It’s a "’matter of .practice.
5. - Oh dear! Oh dear!
- "’What’s the .matter?
6. - I’ve got a cold.
- '‘How did you °manage to .catch it?
7. - Was the car
damaged?
- .No. | It "’didn’t “even have a .scratch.
Exercise 4
Step 1
Run your eyes through the following. Then listen to the tape
that goes with the exercise.
Verbal Context	Response
1.	-	Whose book is this?	-	It’s .Ann’s.
2.	-	What’s her name?	-	.Alice.
3.	-	Here’s your sweater.	-	.Thanks.
4.	-	I’m sure you can do	it.	-	.Can I?
5.	-	Where does he come	from?	-	.Canada.
Section 7
537
6. -	What are your favourite animals?	—	.Cats, | .rabbits, | .pan- das.
7. -	What d’you need at the shop?	—	,Ham, | .carrots, | .cab- bage.
8. -	What d’you advise me to do?	—	‘Go into .acting.
9. -	What’s your occupation?	—	.Banking./.Acting.
10. -	He’s won.	—	Fan.tastic.
11. -	What are your favourite flowers?	—	.Pansies.
12. -	Will you send it to me?	—	.Gladly.
13. -	What shall I do with these figures?	—	.Add them.
14. -	What d’you want at the green gro- cer’s?	—	.Apples./.Radish./ .Cabbage./.Carrots.
15. -	So you think I’m wrong?	—	E.xactly.
16. -	What’s the title of this book?	—	Pygjnalion.
17. -	We must have a meeting.	—	When e.xactly?
18. -	I’ve finished my exams.	—	You can re.laxnow.
Slep 2	Listen to the stimuli read by the	teacher or a fellow student	
and react using the suggested responses.
Exercise 5
Step 1
Slep 2
Run your eyes silently through the mini-dialogues below (Step 2).
Then listen to the tape that goes with this exercise. Concentrate
on the High Rise nuclear tone in the responses, where the rise
starts on high level:
- Harry.	- 'Yes.
Play the tape back and repeat the phrases after the speaker.
Act out the mini-dialogues below.
Dialogue 1
A.	B.
- Alice.	- 'Yes9
- Do you like the black - Yes, and the jacket. Take this
slacks?	bag to match the jacket.
- Thanks.
Dialogue 2
A.	B.
- Ann.	- 'Mm?
- Is dad in?	- No. He’s in Amsterdam. He’ll be
back on Sunday.
538
Phonetic Course
Dialogue 3
A.	B.
- Jack.	- 'Yes?
- Is the exercise difficult? - Yes, it’s difficult to understand
it.
Dialogue 4
A.	B.
- Nat.	- 'Yes?
- Is Alice married?	- Yes, she is married to Ralph.
Dialogue 5
A.	B.
- Amanda.	- 'Yes?
- Do you like Ann’s plaits? - Yes, and her black cap.
Dialogue 6
A.	B.
- Harry.	- 'Yes?
- Can you help me?	- Yes.
- Can you give me tea bags, - Gladly,
crackers, apples and carrots?
Dialogue 7
A.	B.
- Alice.	- 'Yes?
- Perhaps that passenger is a - Which passenger, Ann? That sad
banker?	man with the camera?
- No, the one who’s wearing
black slacks and a jacket
Make up your own mini-dialogues, try to act them out and dis-
cuss the results with the teacher.
Step 3
Exercise 6
Read the following phrases. Prepare them for the assessment.
1.	That’s the man who sat on my hat in the tram.
2.	Once there lived a lad who was always very sad
For he hadn’t any mother and he hadn’t any dad.
3.	- Where are you going to, my little cat?
-	I’m going to town, to buy a hat!
-	What? A hat for a cat? A cat in a hat?
Who ever saw a cat in a hat?
SECTION 8
The Diphthong [ еэ ]
EXAMPLES: are - care, rare, share, mare
air - air, fair, pair, chair
ear - bear, pear, wear, tear (v.)
Exercise 1
Step 1
Step 2
Run your eyes through the dialogue below. Look up unknown words.
Listen to the tape that goes with this exercise. Concentrate on the
pronunciation of the diphthong [еэ] in the responses. Intone them.
Verbal Context
— Where were you yesterday?
- What did you think of it9
- What did you buy there?
- Whom did you see there?
- Oh, Mary with dark hair?
- Did she look nice?
- What did you talk about9
- Oh, what was it about9
- I wonder what frightened
her so much?
Response
— At the fair.
— Oh, it was like a fairyland.
— A pair of shoes, a hairbrush, a teddy
bear, a pear, some dairy products
and silverware for my parents and a
decent hat to wear.
- Mary and Sheard.
- No, with fair hair.
- Pretty as a fairy. I stared at her but
couldn’t bear Sheard’s fierce glare.
- Mary’s nightmare.
— A bear and a hare chasing Mary
on the stairs. She was so scared
that she cried in despair and her
hair stood on end. She could not
even compare this nightmare with
the previous one.
- At first she didn’t dare to tell me
but then she said that apart from the
bear and the hare she looked like a
scarecrow and she couldn’t bear that.
Now listen carefully to what the instructor is going to saj
about the pronunciation of [еэ] in different phonetic contexts.
Here is one more diphthong transcribed as [еэ]. The
nucleus of this diphthong is a vowel between [e] and [ae].
The tongue is in the half-open front position. For the glide
Ш the tongue moves in the direction of the neutral sound [э].
540
Phonetic Course
The lips are neutral,
longer in the final
voiceless consonants.
The nucleus of the diphthong is much
position. It is shortest before strong
|Step 3|
Step 4
Listen to Exercise 1. Concentrate on the pronunciation of the
diphthong [еэ].
a)	Now listen to the following sets of words. Observe how the
diphthong [еэ] is pronounced in different phonetic contexts.
air [еэ]	Mary ['mean]	mares [meaz]
bear [Ьеэ]	various ['veanas]	scarce [skeas]
hair [Ьеэ]
b)	Read the exercise. Take a mirror and see that your mouth is
slightly open. Note that the tongue does not go all the way to
the neutral vowel [a].
Now listen to the words of Exercise 1 Step 1 arranged in columns
according to the positional length of [еэ] in different phonetic con-
Step 5
	texts. Play the tape back. Repeat the words in the intervals. fair	pear	despair	Sheard	dairy	silverware [Геэ]	ГрЕэ]	[di'spEa]	[jEad]	[Уеэп]	['silvawEa] bear	hair	compare	stared	Mary	nightmare [Ьеэ]	[Ьеэ]	[кэт'рЕэ]	IstEad]	[’mean]	['naitmEa] wear	glare	scared	fairy	fairyland [wsa]	[д1Еэ]	[skE3d]	]'1еэп]	[‘fearilaend] dare	hare	stairs	hairbrush Idea]	[Ьеэ]	[stEaz]	[ЪеэЬгл]] pair	parents [pea]	I'pearants] scarecrow ['skeakrao]
Step 6	Listen to your fellow students reading the exercise. Try to de-
	tect the errors, if there are any, and discuss them.
Exercise 2
Practise the words below. Don’t forget that vowel length is affected by
the position of a vowel within a word. Try to show that [еэ] is shorter
before a voiceless consonant and longer in a final position.
hair [Ьеэ]	haircut [TiEakAt]	bare [Ьеэ]	barefaced ['beafeist]
stair	stair-step	care	carefree
[stea]	f'stEastep]	[кеэ]	['keafri:]
Section 8
541
Step 1
Now listen to what the instructor says about the pronuncia-
tion of |g|:
 In the articulation of [rj] the back part of the tongue
is pressed to the soft palate, the soft palate is lowered and
w the air goes through the nose.
Step 2
Listen to the following words and pronounce them in the interval:
sig
'i:tig
'skeitig
'ligkig
'Sigkig
god ,i:vnig
Exercise 3
Play the tape that goes with this exercise, listen to the dialogue silently.
The Dales have just bought an old house in the country. Unfortunately, it
badly needs repair. They are discussing how it should be repaired. Play
the tape back and drill Peter’s responses. Concentrate on the diphthongs
[ai], [eal and the consonant [rj|.
Sue: The roof needs repairing.
Peter: I’ll get it repaired at once.
Sue: The bathroom needs retiling.
Peter: I’ll get it retiled at once.
Sue- The electric system needs rewiring.
Peter I’ll get it rewired at once.
Sue: There’s no driveway up to the house for the car.
Peter: Well, we can get a driveway built.
Exercise 4
Step 1
Run your eyes silently through the list of words below. Listen to
the tape that goes with it. Repeat the words after the tape con-
centrating on the difference between [ei], [ail, [еэ) and [ia].
	pay	-	pie	-	pair	-	pier day	-	die	-	dare	-	dear ray	-	rie	-	rare	-	rear hay	-	hi	-	hare	-	here may	-	my	-	mare	-	mere way - why - wear - weary tay	-	tie	-	tear	-	teer bay	-	buy	-	bear	-	beer
Bear Such	and bare are spelt differently but sound the same (|bea|). words are called HOMONYMS. Make a list of homonyms
which you know.
542
Phonetic Course
Exercise 5
Step 1
Look through the mini-dialogues. Play the tape that goes with
them and repeat the phrases after the tape. Act them out.
Dialogue 1
A.	B.
Hi, Mike.	- Hi.
I like ice-cream.	- So do I.
Do you know the tongue-twister “I scream,
you scream, we all scream for ice-cream”?
Dialogue
A.
- Myra.
- What did you buy?
Dialogue
A.
- Mike.
- What time do you make it?
Dialogue
A.
- Clare.
- Mary will wear her hair very short.
Dialogue
A.
- I can’t bear his glare.
Exercise
2
B.
- Yes.
- Some rice, five pies
and a nice pear.
3
B.
Yes.
- Five to nine.
4
B.
- Mrh.
- Will she dare though?
5
B.
- It scares me too.
6
Step 1
Listen attentively to what the INSTRUCTOR is going to say about
the intonation pattern Falling Head + Low Rise.
In this intonation pattern the voice starts on quite a
high note, then the stressed syllables are said on progressively
lower notes until the last stressed syllable on which the voice
glides up.
Is "“that 'quite ,clear?
Section 8
543
Unstressed syllables of the tail go gradually up.
Phrases with this pattern sound non-final, encouraging fur-
ther conversation, interested, reassuring.
Is "“that 'quite 'clear, .listeners?
|S»ep 2|
Listen to the drills below, repeat them after the speaker, tran-
scribe them phonetically, mark intonation. Concentrate on the in-
tonation pattern Stepping/Falling Head + Low Rise.
Verbal Context
1.	- I hope he doesn’t hurt
himself.
2.	- Where are you going?
3.	- Now what about my shoes?
4.	- I don’t think I’ll go.
5.	- We ought to go and see
Jones sometimes.
6.	- I’d love to come.
7.	- I’m going to stay with
my brother.
8.	- Good morning.
Response
Mary, he’s quite used to bikes.
Just to visit Clare.
I’ll repair them as soon as I can.
Whyever not?
When’s the best time to catch
him, d’you think?
Are you taking the car?
Is he a writer too?	.
Haven’t we met somewhere before?
9.	-	Ijust can’t quite	manage it. -	Will you keep trying?
10.	-	I’m just going.	—	Have a good time.
11.	-	I really must be off	-	Don’t let me detain you then.
12.	-	I almost did it	then.	-	Better luck next time.
Exercise 7
Intone and read the phrases below:
1.	Various things to wear.
2.	Mary is scared of fairies.
3.	Sarah has fair hair.
4.	Mary has fairer hair than Sarah.
5.	Fair-haired Sarah stares warily at the hairy bear glaring from his
lair.
6.	My wife tried twice to buy the right kind of pie.
7.	The waiter gave the lady eight stale cakes.
SECTION 9 |
T h
EXAMPLES: ir, yr
er, err, ear
ur, urr
w + or
our
e Vowel | з: ]
- bird, first, girl, myrtle
- her, serve, err, earth, heard
- turn, church, nurse, purr
- word, world, work, worse
- journey, courtesy, scourge
Exercise 1
|Step 1
Run your eyes silently through
to the tape that goes
Verbal Context
- I say, Sir. I wonder who
visited the left-luggage
room at Liverpool station
on Thursday?
with them.
- I’m also curious to know
what people usually leave in
trains during the journey?
- What is there in the room
now?
- Fantastic! People are so
absent-minded.
the conversational units. Listen
Intone the responses.
Response
- Earl Herbert Burns./- Sir Bertrand
Turner./- Nurse Bertha Sherman./-
Girl Myrtle with a purse./- Colonel
Burton./- A circus girl Pearl in a
fur./- A worker./- A turner./- A
surfer./- Other persons.
- Pearls./- Birds./- Artificial curls.
- A turkey./- Burnt cigars./- A jersey
skirt and shirt.
- Ves, it’s becoming worse and worse.
Step 2l	Now look through the words and phrases arranged in columi according to the positional length of [з:]. Listen to the tape.				
					
Sir	girl	bird	nurse	earl	work
Ls3i]	Едз:1]	Rbsd]	[,n3:s]	1.3:1]	|,W3:k]
fur	curl	jersey	skirt	early	worker
[Js:] year lj3:]	|,кз:1] pearl крз:1] colonel |,кз:пэ1] journey Ld33:m] furniture [J3:nitfa]	Ldj3:zi] Thursday [,03:zdi] burger [,Ьз.дэ| Herbert [,h3:bat]	Lsk3:t] Bertha [,Ьз:0э] thirsty |v03:sti] Myrtle [,m3:tl] purse Lp3:s]	l.3:li]	[,w3:ka] worm [.W3:m] worse and worse 1^3:5 and ,w3:s]
Section 9
545
Burns [,Ьз:пг] burnt [,b3:nt] Sherman [J3:man] worms |,w3:mz| turner [Дз:пэ|	circus [,S3:kas] surfer [,s3:fa] person Lp3:sn[ church Ltf3:tJ[ dirty Ld3:ti] turkey Lt3:kiJ shirt [J3:t]
Earl Herbert Burns. ['“з:1 ‘hsbat ,b3.nz] Nurse Bertha Sherman. рпзз ‘Ьз:0э Jkman] Girl Myrtle with a purse. [*“дз:1 ‘m3:tl wid a vp3;s] Colonel Burton. [*кз:пэ1 ,bs:tn] A circus girl Pearl. [a "“ssLas ‘дз:1 „рз:1]	Artificial curls. [_>ct:ti°fijal ,кз:1г] A sketch of a church. [a "‘sketj av a ,tj3:tf| Dirty worms. [Л1з:й ,w3:mz] A jersey skirt and a shirt. [a 4d33:zi ‘sk3:t and a J3:t[ At seven thirty. [at ‘sevn ,03:ti[ It’s becoming worse and worse. [its Ьэоклт1Г) _>w3:s and ,w3:s]
Now listen to what the instructor is going to say about the vowel [з:|.
 For the vowel [з:] the tongue is almost flat. The cen-
tral part of it is slightly higher than the front and the back
of the tongue and is raised between half-open and half-
closed position. No firm contact is made between the rims
Ж of the tongue, and the upper teeth. The lips are neutrally
 spread, they do not cover the teeth. The passage between
the teeth is rather narrow. The vowel is long.
Щ The vowel [з:] is not very close in quality to any of
Ж the other English or Russian vowels. That is why the qual-
Ж ity of it may seem rather vague to you. Listen carefully to
Ц| the tape and imitate the speaker’s pronunciation.
ptep 4
Listen to Exercise 1. Concentrate on the pronunciation of the vowel [з:|.
546
Phonetic Course
Now listen to the following sets of words. Observe how [3:) is
pronounced in different phonetic contexts.
	S3:	S3:v	S3:f	з:п
	fs:	Гз:т	П35	'з:11
	Ьз:	bs:d	Ьз:0	з:0
|Step 6|	Read	the exercise	down and	across. Keep the tongue flat, bring
the teeth rather close together and do not round the lips at all.
Smile when you say it Read the words with Low Fall.
Step 7
Step S
Step 9
Play the tape again. Repeat the words and phrases in the intervals.
Play the tape. Listen to the verbal context and read the responses
yourselves.
Listen to your fellow students reading the exercise. Detect his/her
errors and discuss them
Exercise 2
Listen to the following contrasts. Then read them imitating the pronuncia-
tion of the speaker.
a)	1. On Thursday I was thirsty.	d) sir	—	so	
	2. I heard he was hurt.	fur	—	foe	
	3. I’d like to serve near the surf.	burn	—	bone	
	4. This cat often purrs on my	pearl	—	pole	
	purse.	work	—	warm	
	5. The flood surged over the val-	girl	—	goal	
	ley and lost people were	word	—	ward	
	searched for.	birth	—	both	
		worm	—	warm	
b)	cur	- curt	burst			boast	
	heard - hurt	learn			alone	
	surge	- search	ten		turn	- tone
	purrs	- purse	head			heard	— hord
	Thursday - thirsty	turn			tone	- torn
	serve	- surf	Ben	—	burn	- born
c)	sir - serve - surf	bed	-	bird	- board
	burr - bird - birth	firm	—	foam	- ford
Exercise 3
Listen to the following dialogues. Repeat the responses.
Dialogue
A.
In my view you don’t like Ber-
tha. Why?
1
B.
She always wears dirty shirts
and such short skirts. Also she
never arrives at work early.
Section 9
547
- How old is she?	- Next week she’ll be thirty. Her
birthday is on Thursday.
-	And her husband?	-	He is an elderly	person.
-	And what about her sister?	-	She is in her thirties.
-	I see. What’s her husband’s	-	Herbert Burton,
name?
-	What’s his occupation?	-	He is a colonel.
-	Something else I’d like to know -	Some pearls.
is:	“What’s he going to give her
as a birthday present?”
- Oh, fine. How’s Bertha’s brother? - He is worse.
- Pity, isn’t it?	- It is.
Dialogue 2
A.	B.
- Will you, please, tell me which — Thirty days have September,
months have thirty days?	April, June and November.
All the rest have thirty-one.
What do you need it for?
- I’m planning my holiday. I must - Oh, I think it’s too early yet.
book my tickets beforehand.
Exercise 4
Learn these proverbs:
•	First come first served. • As the workman so is the work
•	One good turn deserves another.
Exercise 5
Intone and read the following.
- We weren’t early, were we?	.
- No, we weren’t.	______________________________
- You weren’t the worst...	______________________________
- You weren’t first.	______________________________
- These girls weren’t German. 
- The curtains weren’t dirty. 
- We weren’t learning Turkish. 
- These birds weren’t hers.	______________________________
- These girls weren’t walking to work 
- You weren’t thirsty.
SECTION 10	|
The	Vow	el [ и] and	D i p	h t h о n g [ иэ ]
EXAMPLES:	[u]		[иэ]	
	и	- full	oor	- poor, moor
	о	- wolf, woman	ure	- pure, endure, cure, sure
	oo	- look, wool	ur	- curious, during, security
	OU	- would, could	our	- tour
Exercise 1
ГТУУМЕ1 Run your eyes silently through the exercise below. After you do	
this play the tape that goes with it and listen	attentively; to it.
Verbal Context	Response	
- Can you think - Yes: pull good should took	put siugar
of any words	[pul] [gud] [fud] [tuk]	[put] ['Ifuga]
with the sound [u]?	, „	,,	,.  . full could would look	push woman
[ful] |kud] [wud| [lok]	[puf] I'wuman]
hook	biutcher
[huk]	[' butJa]
step a|
Listen to what the instructor is saying about the articulation of
lol.
There is one
more short vowel in English for whiich the
 symbol is [u], When [u] is pronounced, the whole body of the
tongue is in the back part of the mouth. The part of the
Ц tongue nearer to the centre than to the back is raised just
above the half-open position. There is no firm contact be-
Ж tween the side rims of the tongue and the upper teeth. The
» tongue is rather lax. The lips are rounded but the mouth is
not too open.
 The Russian vowel [y] is closer, more retracted anid gen-
ч erally longer than the English vowel [и]. It is pronounced
Щ with the lips not only well-rounded but also protruded.
|5«ep 3|
Listen to Exercise 1, concentrate on the vowel [о].
Section 10
549
Step 4
Now listen to the following sets of words. Observe how |u| is
pronounced in different phonetic contexts.
Step 5
good	cook	good books	good looks
[god]	[kok]	[*god ,boks]	[‘‘god Joks]
could	took	Look at the book.
|kod]	[tok]	|“>lok at da ,bok]
Read the	exercise down and across. Do not forget to make the	
vowel [o]	shorter and	checked before strong voiceless consonants.

Listen carefully to Exercise 1 again. Concentrate on the vowel [o|.
Detect the difference in its length in different phonetic contexts.
Listen to the tape and comment
ciation of the sounds [o — u:|.
on the difference in the pronun-
Step a
|Step 9|
pull -	pool	full -	fool	foot	- food	put - boot
Ipul] -	|pu:l]	[fol] -	[fu:l|	[fot]	- [fud]	[pot] - [bu:t]
Play the tape that goes with Exercise
context and respond using the words of
suggested intonation.
1. Listen to the verbal
the drill. Reproduce the
Listen to your fellow students reading the drills. Discuss the
errors, if there are any.
Exercise 2
Play the tape that goes with this exercise, listen
responses. Play the tape back and practise them.
to it silently. Intone the
Verbal Context
1.	- What is it made of?
2.	- How can I open this door?
3.	- What are you going to put on?
4.	- I’d love to help
5.	- They stayed away.
6.	- I’ve got a lot of books.
7.	- What sort of holiday did you
have?
8.	- Where is Mr. Cook?
Response
— Wood.
- Wool.
— Push.
- Pull.
- Boots.
— A hood.
— 1 know you would.
— For what good reason?
— Could I borrow one?
- Couldn’t have been
better.
— Goodness only knows.
550
Phonetic Course
9.	- When can you come?	- This afternoon, I
10.	- Who would take such a risk?	think./As soon as the weather improves. - I would.
11.	- How did he get on?	- Wonderfully well.
12.	- He wouldn’t agree at all.	- Wouldn’t he?
13.	- Tim’s back already.	— Goodness!
14.	- I’ve helped Mummy.	- That’s a good girl.
15.	- Would you like to join us?	- I’d love to.
16.	- You ought to write to him.	- Why should I?
17.	- I hope we win.	— Why shouldn’t we win?
Exercise 3
Look through the mini-dialogues below,
phrases. Act out the mini-dialogues.
Play the tape and repeat the
Dialogue 1
A.	B.
- Jane.
- The pudding looks good.
- Yes?
- It tastes good too.
Dialogue 2
A.	B.
- Alice.	- Yes?
- Look at the book.	- Yes. It’s a good cookery book
Dialogue 3
A.	B.
- Judy.
- Would you like to go to the
butcher’s with me?
Yes?
Yes, I would.
Exercise 4
Listen to what the INSTRUCTOR is saying about the diphthong |оэ|.
[иэ] is one more English diphthong we are going to dis-
ж cuss. The nucleus of this diphthong is the vowel [и]. For the
№ glide the tongue moves towards the neutral sound |э]. The
Ж lips are slightly rounded and then get neutral as the mouth
Section 10
551
|Ц opens for [э]. Do not confuse this diphthong with the Russian
1^ vowel combination [ya], both elements of which are equally
strong and differ in articulation from the nucleus and the
 glide of the English [иэ]. The nucleus of this diphthong is
longer in the open syllable and shorter in the closed syllable.
Now listen to the following sets of words. Observe how [иэ] is pronounced
in different phonetic contexts.
[роэ] 1'роэгэ] [Jus] ['Josh] [moa] I'joarap]
Exercise 5
Intone and read the following phrases:
1.	The cook took a good look at the cookery book.
2.	It’s good he could go on foot
3.	A good beginning makes a good ending.
4.	You couldn’t cook a cake without sugar.
5.	You wouldn’t like to meet a bull.
6.	He shouldn’t put good books on a cooker.
7.	He shouldn’t look at this woman.
8.	A dour, cruel, furious boor.
9.	Curious tourists with their courier.
SECTION 11
- -.	-.	I
The Diphthong | эи ]
EXAMPLES: o _ so, home, both, folk
oa - oak, road, foal, toast, doap
oe - toe, sloe, foe, hoe
ou, ow - soul, though, shoulder, know, blow
Exercise 1
Run your eyes through the material below. Look up unknown
words. Translate them. Listen to the tape that goes with this
exercise. Concentrate on the pronunciation of the diphthong lao|
in the responses.
Verbal Context	Response
- What did you think of Mary’s flat?	— Old and cosy, but very cold.
- Really? - How did you find the sofa? -	And what about the	table? -	What’s it	made of? -	Is it very	expensive? -	Are there	any pictures	on the wall?	- Oh, I got frozen to the bone. — Very low. - It’s oval. - Oak. — I don’t think so. - No, only the photos of Joe’s boats on the ocean coast and Tony with a bow on the road in the snow.
- Are Joe and Tony her boy- friends? - What did Mary give you for lunch? - Oh, was that all?	— I suppose so. - Coke. - No, she gave me some toast, a cake with a chocolate coating and some scones.
- What did you talk about? — What does Joe do? - And what is Tony? - What’s Joe’s hobby? - And Tony’s?	— Those Joe and Tony. — He is a folk dancer. - He is a soldier. — Boating and composing odes. - Joking.
Section 11
553
- Will she prefer Tony?
- And what about Joe?
- Now, isn’t he extravagant?
- I see. What does he look
like?
- And is he ...
— No, he gave her a cold shoulder
when they were in Oakland.
- He smokes, but he promised to
give her an opal, a load of robes
and a bottle of “Opium”.
—	No, he is a boaster and likes a
doze after dinner.
-	All skin and bone with a long
nose.
—	Oh, you are being very nosey.
Step 2
Now listen carefully to what the instructor is going to say
about the pronunciation of [эи] in different phonetic contexts.
The vowel position for the beginning of the diphthong
Is [эи] is the same as for the vowel [з:]. The lips may be
slightly rounded in anticipation of the glide towards [u], for
Щ which there is quite a noticeable lip-rounding.
Step 3
Slep 4
Listen to Exercise 1. Concentrate on the diphthong |эи|.
Now listen to the following sets of words. Observe how |эи| is
pronounced in	different phonetic contexts.
so [sau]	soul [saul]	soap [saup]	о ]ao]
go [gau]	goal [gaol]	goat Igaot]	old [auld]
bow [Ьэи]	bone [baon] boat Ibaut]	oak [aok]

Read the words in Step 4 down and across.
a) Now listen to the words of Step 1 arranged in columns ac-
cording to the positional length of [эи]. Concentrate on the
length differences. Play the tape back. Repeat the words in the
intervals.
bow	|bao]	cold	[kauld]	coke	[kaok]	those	[dauz]
no	|nao]	bone	Ibaon]	folk	[faok]	doze	[daoz]
so	[sau]	don’t	Idaont]	smokes	Ismaoks]	robe	[raub]
low	|lao]	scones	Iskaunz]	coast	[kaost]	road	Iraod]
snow	[snao]			boats	[baots]	load	(laud]
Joe	Idjau]			toast	[taust]		
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Phonetic Course
b) Transcribe and read the words.
owed	oval	opal	cosy	frozen	coating
old	oak	Oakland	nosey	shoulder	boating
only	ocean	opium	Tony	soldier	joking
Step 7|	Play the	tape that goes	with Step 1.	Imitate the	intonation of
the samples. Then listen to the verbal contexts and respond us-
ing the words in the right column.
Verbal Context	Response
1.	- What is used for shooting arrows?	— A bow.
2.	- Can you come tomorrow?	- No.
3.	- What is winter in Russia unthinkable without?	- Snow.
4.	- What is your dog’s favourite treat?	— A bone.
5.	- I’ll tease your cat.	- Don’t.
6.	- What would you like for tea?	- Scones.
7.	- What’s one of the most popular soft drinks called?	- Coke.
8.	- What is traditionally served for break- fast in England?	- Toast.
9.	- What is he building at the moment?	- A road.
10.	- What did the poet dedicate to the anniversary?	— An ode.
11.	- What perfume are you wearing?	- “Opium”.
12.	- What’s his favourite pastime?	- Boating.
13.	- What d’you think Alice’s main hobby is?	— Folk dancing.
14.	- What’s her boy-friend’s name?	- Tony.
15.	- What did she hang on the wall?	- Photos.
16.	- What did he draw in his album?	— An oval.
ISlep	П Now think of verbal contexts in which words in the columns (Step 3) might be used as suitable responses. Ask your fellow students to respond. Detect possible errors and discuss them.	
Section 11
555
Step 1
Exercise 2
Listen to what your
instructor is going to say about Mid-level
tone.
Step 2
Mid-level tone is used in non-final intonation groups
marked in the text like \ eg..
I ‘hope | you're ^both 'going .home.
Read the following sentences with Mid-level tone in non-final into-
nation groups, concentrating on the pronunciation of the diphthong
[aoj.
I.	I hope | you are both going home.
2.	I don’t know | how to make the dough for scones.
3.	Joe and Joan | go for a stroll.
4.	Joan | won't go home alone.	»
5.	. I don’t smoke so much as Joe does.
6.	• There’s no place like home.
|S»ep 3|
Record yourself saying the phrases of Step 1. Mind your intona-
tion. Ask your fellow students to listen to the recording. Detect
possible errors and discuss them.
Exercise 3
Listen to the following words paying special attention to vowel contrasts.
Play the tape back. Read the contrasts. Be sure that the pronunciation of
the diphthongs [ail, [eij, [ea|and |au] is correct,
tie	-	tay	-	tear	-	toe
my	-	may	-	mare	-	mow
buy	-	bay	-	bare	-	bow
die	-	day	-	dare	-	dough
fie	-	Fay	-	fare	-	foe
rye	-	ray	-	rare	-	row
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Phonetic Course
Exercise 4
Look through the mini-dialogues. Play the tape that goes with them. Re-
peat after the speaker. Act them out.
Dialogue 1
A.	B.
- Hi, Joe. What happened to - A goat ate a hole in it.
your coat?
Dialogue 2
A.	B.
- What are you going to buy, - Two ties and a bow.
Tony?
Dialogue 3
A.	B.
- Where are you going, Joan?	- I’m going to shop for a coat.
- I hope you’ll find one.	- I hope so too.
Exercise 5
Practise the following examples to improve your fluency. Try the method
of lengthening word groups. Be sure that the end of one word flows
straight on to the beginning of the next.
1.	Who was that - bold boaster - you spoke to - the whole time -
at the show?
2.	Don’t go - boating - with Joe - and Joan - in the ocean.
3.	Will you row - with Tony - his boat - tomorrow?
Exercise 6
Say the following phrases carefully to yourself. Intone and read them.
1.	Joan is combing her golden hair.
2.	Joe has a noble Roman nose.
3.	Joe shows Joan his roses.
4.	Joe proposes to Joan. Joan says “No.”
5.	Joe is inconsolable.
SECTION 12
The Vowel [л]
EXAMPLES:
и - mud, dull, butter, much
о - son, brother, nothing
ou - young, country, rough
oo - flood
Exercise 1
Step 1
Run your eyes silently
the tape that goes with
vowel [л].
Verbal Context
- Lunch time, son! Hello ...
Humphrey!
- Come over here, dear. The
lunch is on the table.
- Up in his study, honey. Oh,
switch off the radio, please, I
can’t stand this buzz.
- Why all this hurry? What
happened?
- Yes, Humphrey. Thank you
for the wonderful flowers.
- Let me fill your cup.
- Tuck the napkin into your
collar!
- Yes?
- Is it? Look at the sky, son.
The port will be shut in
some time. It looks like rain.
- Don’t chuckle. It’s silly. I
can’t understand this passion
for parachute jumps.
- I’m no judge of course. What
if it doesn’t open? By the
way Helen phoned once. I
like her. Such a lovely girl!
through the dialogue below. Then play
it and listen to it, concentrating on the
Response
— I’m up in the bedroom.
- Wonderful, Mum! And Dad?
- Yes. Er... Could I have a sand-
wiched lunch, Mum? I’m in й
hurry.
- I must rush to the club. In Lon-
don.
- I hoped you’d love rosebuds.
- Mm. Wonderful! Very good but-
ter... Oh, too much.
- I hope I can wash off this stuff...
By the way don’t worry Mum, if
I’m not in time for supper.
- We are going to celebrate today’s
jump. It is the hundredth.
— Does it? No luck!
— It’s just fun!
- Ah, she’s just company. Thank
you, Mum. I’ll come up to say
good-bye.
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Phonetic Course
Step 2
Listen carefully to what the instructor is going to say about
the English vowel [л] in different phonetic contexts.
There is another short vowel for which the symbol is
[л]. For 1л] the tongue is in the central part of the mouth.
The front of the tongue is raised to the back of the hard
palate just above the fully open position. No contact is
made between the tongue and the upper teeth. The tongue
is lax. The jaws are considerably separated. The lips are
neutrally open. The vowel is short. It is definitely longer in
closed syllables with a weak consonant at the end. It is
checked and very short in stressed closed syllables ending in
a strong voiceless consonant.
The Russian [a] is more open and generally longer
than the English [л].
Step 3
Listen to Exercise 1.
Concentrate on the vowel [л].
|S«ep 4I
a) Now listen to the following sets of words. Observe how |л| is
pronounced in different phonetic contexts.
клЬ блп
Ьлс! 1лг)
клр 1лк	'sahi	'kAStam
Ьл1 Ьл1	'тлйэ 'mAsta
b) Read the words.
|Step 5|
Listen to the tape that goes with this step. Try and detect the positional length of the vowel [л| in different phonetic contexts.		
Transcribe the	words.	
mum	love	but
come	bud	much
fun	buzz	cup
once		shut
lunch		
Slep 6
Here the words of Step 1 are arranged in five columns. Play
the tape that goes with this step and listen to it. Then play the
tape back and read the words along with the tape, turning down
the volume of the tape a little.
mum [тлт]	love [Iav]	luck Плк]	up 1лр]	wonderful LwAndaful]
son	bud	must	other	Humphrey
[sah]	[bxd]	[mASt]	[лйэ]	LhAmfri]
Section 12
559
come [клт]	buzz [Ьлг]	cup	under [клр]	[’Anda]	study LstAdi]
fun	club	rush	hurry
Плп]	[к1лЬ]	[faJ]	[,Ьлп]
lunch	judge	just	butter
llAOtJI once [wAns] jump [djAmp]	IdSAdaJ	[dsAstl tuck Нлк] shut [fAt]	LbAta] supper LsApa] hundredth [JiAndrad6[ lovely I.IavIi] company [.клтрэт] worry Lwaci] chuckle LtjAkl]
hpFwI Use the words above as responses to the the teacher or your fellow students.			stimuli suggested by
Model: — Have	you ever been	to London? -	Once.
- Where is the club?		—	In London.
Exercise 2

Listen to the instructor who’s going to acquaint you with the
pronunciation of the nasal sonorant [g|.
 For [rj| the airstream goes up through the nose, and
the back part of the tongue is firmly pressed against the
Ж soft palate to prevent the air to go into the nasal cavity.
There is no similar sound in Russian.
Step 2
Now listen to the following sets of words. Observe how |rj] is
pronounced in different phonetic contexts.
siQ
haeg
ng
'sirjiij
' haerjirj
'пищ
'du:io	igk
'gauirj	'igglaend
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Phonetic Course
IStep 3|	Read	the contrasts below. Do not	confuse |g]	with the English
	In) or	the Russian |h|.		
	sig -	 sin	‘knfig - 'kufin	'sigig	- 'sinig
	гэед -	 raen	tAgz - Iauz	'baegig	- 'baenig
	gng -	• gnn	'siga	- 'sma
Exercise 3
Listen carefully to the exercise below. Concentrate on the sonorant in the
word-final position. Read the words down and across.
sing	sang	song	sung	ring	rang	wrong	rung
Lsiol	Lsaeg]	Lsug]	Ls/xg]	LrigJ	Lraeg]	Lrnrj]	1„глд]
Exercise 4
Listen to the exercise below. Concentrate on the sonorant lg] in different
positions. Read the words.
[baegk]	I'siga]	[“’log a.gao]
[taegk]	I'haerj лр]	[э^тлд клдэг]
I'hgkig]	['brig 'it]	['baegig]
[’©igkig]	I'lngig]	[’SAtnGig Jahi]
Exercise 5
a)	Listen to the exercise below. Concentrate on the difference in the
pronunciation of |n - g],
sin — sig	злп — влд
raen - raeg	sina - siga
tAnz - tAgz
b)	Read the drill after the tape.
Exercise 6
Run your eyes through the following. Then listen to the tape that goes
with the exercise. Intone the responses and read them.
Verbal Context	Response
1. - What is your daughter’s fa- - A drum./A rubber duck./
vourite toy?	An ugly monkey./A trum-
pet./ Something funny ./A
lovely butterfly./Sunglasses.
Section /2
561
2.	- What would you like for lunch? - And for supper?	- A hum./Some crumpets./ Nuts./ Honey ./Butter. — A lovely crusty buttered bun.
3.	- You’ve passed your exams How do you feel?	- WonderfuL/Lovely.
4.	- What’s the weather like today?	- Sunny./Lovely.
5.	- I hear you lost your dog.	— Worried./Unhappy.
6.	- Do you need anything?	- Money./Luck./Love.
7.	- What time can I join you?	- Come when you are ready.
8.	- It’s my final exam tomorrow.	- The very best luck to you.
9.	- We are going to the country.	- What a lovely day for the picnic!
10.	- I can’t untie the string.	- Cut it then.
11.	- What should I do with this box?	- Shut it.
12.	- Can you tell me where John	— Number one hundred.
lives?
Exercise 7
Step 1
Look through the mini-dialogues below. Play the tape that goes
with them and repeat the phrases. Act out the mini-dialogues.
A. Russ. My country cousin		Dialogue 1 Yes? is coming. - And	B. his son?	
Jim. I’ll take	A. this book.	Dialogue 2 - Yes? - You	B. mustn’t. I	need it.
Jack. I’m not	A. coming to	Dialogue 3 - Yes? the party. - You	B. must turn	up.
562
Phonetic Course
Dialogue 4
A.	B.
- Kitty.	- Yes?
— No one likes it.	— Do you wonder?
Dialogue 5
A.	B.
-	Honey.	-	Yes?
-	Why are you	so unhappy? I	-	You don’t like me,	Russ,
don’t understand.
-	But honey, I	love you very	-	That’s untrue. You	love my
much.	cousin, Sunny. You think
she’s lovely and I’m ugly.
- But honey, you’re wonderful.
Dialogue 6
A.	B.
- Andy.	- Yes?
- Did you take Sunny out once - Yes, I did, but I like your
last month?	company much better than
Sunny’s!
- No wonder, Andy.
Dialogue 7
A.	B.
— Mm! Such lovely nuts!	- Take a couple of handfuls!
Dialogue 8
A.
- Come out, honey. Let’s sit in
the sun!
B.
- How romantic! Let’s wait till
it gets darker and I’ll take you
on a punt.
Oh, wonderful. But what 1
really love is dusk!
How absolutely fantastic. Let’s
sit in a punt in the dusk and
then go up the river!
|Slep 2|
Make up your own mini-dialogues, try to act them out and dis-
cuss the results with your teacher.
Section 12
563
Exercise 8
Mow you all will be involved in making up a story. One student begins
with something like: “My uncle once went to London.” Others, each in
turn, will add something using words with the sound |л].
Example
Student A.: My uncle once went to London and spent a lot of
money. He bought a bus.
Student В: My uncle went to London and spent a lot of money.
He bought a bus and a dozen buns.
and so on.
You must remember and repeat what other students have said.
Exercise 9
Read the following words of wisdom and other phrases.
1.	To know everything is to know nothing.
2.	A good beginning makes a good ending.
3.	Better die standing than live kneeling.
4.	Cuthbert puts some mustard in his Mother’s custard
5.	Cuthbert’s younger brother wonders why Mother doesn’t love her
other son.
Spades for digging, pens for writing
Ears for hearing, teeth for biting.
Eyes for seeing, legs for walking.
Tongues for tasting and for talking.
SECTION 13
The
EXAMPLES: ou
ow
ow + er
our
Diphthong |au]
- house, sound, out
- cow, town, allow
- tower, power, flower
- flour, hour, sour
Step 1
Exercise 1
Run your eyes through the dialogue below. Look up unknown words.
Listen to the tape that goes with this exercise. Concentrate on the
pronunciation of the diphthong |ao| in responses. Intone them.
Verbal Context
Response
- Hello, Mrs. Brown.
- Is Mr. Bowler in?
- And where’s Mary?
- Where’s Bill?
- Where’s Kitty?
— Good morning, Mr. Ounce!
- No, he’s in town.
- She’s in the South.
— He’s out of town repairing his house.
— She’s with Bill. She works about the
house, keeps a sow and fowl, milks a
brown cow and feeds their hounds.
- What are Bill’s main
commitments on the farm?
He ploughs the ground near the house,
builds a cowhouse and a henhouse.
- And how are they get-
ting on with Kitty? Do
they ever quarrel?
- Do they often go to
town?
- Have they any hobbies?
- So they enjoy them-
selves?
- They never row. Bill only raises his
brows when Kitty is out. He isn’t a lout
and Kitty isn’t a loudmouth. She’s a
model spouse and housewife.
- They seldom go out. They are very
housebound and house-proud. And besides
they hate crowds.
- Yes, they like fishing for trout and ad-
miring their owl.
— Without doubt! And how! They are on
cloud nine when they talk about their
owl and trout.
Slep 2
Listen carefully to what the INSTRUCTOR is going to say about the
pronunciation of the diphthong |ao] in different phonetic contexts.
For lau] start with 1л]. Say ton [tAn] and then after the
1л] sound add an [u]; this should give town [taun]. The lips
change from a neutrally open to a weakly rounded position.
Section 13
565
IStep 3	Listen to the words below. Play the tape back, repeat the words
	in the interval, concentrating on different positional lengths: cow	[kau]	town	[taun]	cloud	[klaud] sow	[sau]	fowl	[faul]	ploughs	[plauz] how	[hau]	bound	[baund]	brows	[brauz] row	[rau]	hounds	[haundz]	crowds	[kraudz] brown	[braun] doubt	[daut]	ounce	[auns]	about	[a'baut] lout	[laut]	owl	[aul]	without	[wi'daut] south	[sau6]	out	[aut]	housebound	['hausbaund] trout [traut]	house-proud	['hauspraudl spouse [spaus]	housewife	[‘hauswaif] house [haus]	loudmouth	[laudmauS]
Step 4	Listen to the verbal context read to you by the teacher or one
	of the fellow students. Respond from the right column. Verbal Context	Response
1. - What domestic animals docs she keep		— A cow./A sow./ A hound.
	on the farm?	
2.	- What’s your poem about?	— A cloud.
3.	- Where does she usually spend her . holidays?	- In the South.
4.	- Will he win?	— He’ll be bound to win. Without doubt.
5.	- What’s this fish called7	- Trout.
6.	- Did you enjoy yourself yesterday?	— And how!
7.	- What do you call a rough awkward man or a boy with bad manners?	- A lout.
8.	- What do you call a breed of hunting dog?	- A hound.
9.	- What do you call a person who is unable to move out of the house or spend much time outside it?	— Housebound.
10	- What can you say about a housewife who’s spending too much time keep- ing her house clean and tidy?	— House-proud.
11.	- Where’s Mr. Brown?	- In town. He’s out.
12.	- What bird eats mice9	- An owl.
13	- What is he designing9	- A house.
14.	- What’s your favourite colour?	- Brown.
15.	- What’s happening?	- A row.
16.	- What nickname did he get for talking too much in an offensive manner?	— “Loudmouth.”
566
Phonetic Course
Step 5
|Slep 6|
Step 1
Slep 2
[Step 1
|Slep 2|
Now think of verbal contexts in which words in the right col-
umn might be used as suitable responses. Ask your fellow stu-
dents to respond.
Listen to your fellow students reading the responses of Step 3.
Detect the possible errors. Discuss them.
Exercise 2
Run your eyes silently through the words below. Be sure you
know all the words. Listen to the tape concentrating on the dif-
ference between [ai], [эо], [еэ], [ei], [ia] and [ao|.
my	- mow -	mare	- may -	mere
sigh	- sew -	Sarah	- say -	sear - sow
fi	- foe	fare	- Fay -	fear - fowl
die	- doe -	dare	- day -	dear - dowdy
Play the tape that goes with Step 1. Listen to the words and
repeat them in the interval.
Exercise 3
Run your eyes silently through the words below. Be sure you
know the words. Listen to the tape concentrating on the vowel
sequence [au + a).
hour -	bower -	flower	-	flour	-	dowel
glower - endower - empower- embowel- powel
shower —	devour -	trowel	-	ours	-	coward
powerful -	allowance -	hourly	-	flowery	-	sourly
Listen to the instructor explaining the pronunciation of |аоэ|. |aia|.
In English [aia] and [aua] are vowel sequences. They
are formed by adding [a] to the diphthongs in words like
our, fire. Notice that |u] and [i] in them are rather weak; in
fact both sequences may sound rather like [a:]:
[faia > faa > fa:]
]taua > taa > ta.]
It is probably best for you not to imitate this but to
pronounce the sequences as [at + э] and [au + a], though the [i j
and M should not be made too strong. Try the following:
Section 13
567
	tyre	[taia]	our	[аиэ]
	trial	[traial]	tower	[taua]
	quiet	[kwaiat]	bower	[baoa|
	buyer	[baial	flower	[flaual
	flyer	[flaia]	shower	[fauaj
	iron	[aian]	coward	[kauad]
	tired	[taiad]		
Step 3l	Read the words above. Listen to		your fellow students reading	
	them. Detect	each other’s mistakes,	if there	are any.
Exercise 4
Look through the sample mini-dialogues. Play the tape that goes with
them. Repeat the dialogues after the tape. Be ready to act them out.
Dialogue 1
A.
- Hello!
- Could you put me through to Mr. Brown?
- How long is he going to be out?
*	Dialogue 2
A.
- How stout did you say Dowel was?
B.
Hello!
Mr. Brown is out.
About an hour..
B.
Why don't you
listen, Bowdler?
Dialogue 3
A.	B.
- Wow! What a house! D’you like it?
- And how!
Exercise 5
Read, transcribe and intone the following phrases. Ask your fellow students
to read them to you. Detect their mistakes, ask them to detect yours.
1.	Mr. Brown was not allowed to go out of the house.
2.	Howel ploughed the ground around his house.
3.	The crowd let out a howl when the referee stopped the bout.
4.	Mr. Bowdler was very proud when he found a stout spouse.
5.	The brown hound growled as it prowled round the town.
SECTION 14
The Vowel | a: ]
EXAMPLES:
a - pass, after, bath, father, branch
ar - part, car, march
ear - heart, hearth
er - clerk, Derby, sergeant
al - calm, palm, half
au - aunt, laugh
Exercise 1
Step 1
Listen carefully to what the INSTRUCTOR is going to say about
the pronunciation of the English [a:| in different phonetic con-
texts.
For the vowel [a:] the mouth is open. The tongue is in
the back part of the mouth. The back part of the tongue is
only slightly raised. The contact is made between the rims
of the tongue and the upper teeth. The lip position is neu-
tral. The vowel [a:] is long. It is the longest in the open
position when it is free. It is shorter in the stressed closed
syllable with a weak voiced consonant at the end. It is
checked and rather short in stressed closed syllables ending
in a strong voiceless consonant.
The Russian central [a] is more advanced than the
English [a:] and is normally shorter.
|Slep 2|
Try to sing the vowel [a:] to your favourite tune.
Step 3
Now listen to the following sets of words. Observe how |a :] is
pronounced in different phonetic contexts.
a:m	ka:	ka:d	ka:t
a:nt	ba:	ba:d	ba:k
a:t	fa:	fa:m	pas
|Step4B	the exercise	down and	across. Mind the difference in the
duration of la:] in different phonetic situations.
Section 14
569
Listen carefully to the pronunciation of words with |a:| from the
Step 5
	dialogue arranged in columns according to the positional length of |a:|. are	bar	can’t	dark	Barbara La:]	Lba:]	[ka:nt|	[da:k]	]'Ьа:Ьэгэ] ah	guitar	dancer	laugh	Margaret La]	[gi,ta:]	['dainsa]	[la:f]	]'та:дэгэ1] Arnold	garden	grass Laznald]	['ga:dn|	[gra:s] stars	glass [sta:z]	[gla:s] Charles	smart [tfa:lz]	[smart] marvellous Martha I’marvalas]	[’та:6э] Martin ['martin]
Step 6	Play back the tape that goes with Exercise 1 (Step 1), listen to
the dialogue.
Exercise 2
Read the following words and phrases. Transcribe and intone them.
a farm a heart	a clerk a mast	a fast car a farm cart
a harp	a bard	a dark barn
an arm	a castle	a smart dancer
a carp	a palm	a dark scarf
a cart	a carpet	a marvellous car
a barn	a party	a far star
march		ask father
1.	What	a	fast car'
2.	What	a	marvellous photograph!
3.	What	a	fantastic guitar!
4.	There’s a dark barn in a large farmyard
5.	Mark can’t park his car in the barn because of a calf and a
large cart blocking the farmyard.
570
Phonetic Course
Exercise 3
Listen to the contrasts below. Play the tape back and repeat them, [a: - л]			
carp	- cup	clerk -	cluck
heart	- hut	park -	puck
cart	- cut	larva -	lover
barn	- bun	calm -	come
march	- much		
a barking dog - a bucking horse
[ae -	 л - a:]	[эе -	a:]	
hat -	hut - heart	pack -	park	
cat -	cut - cart	had -	hard	
cap -	cup - carp			
	[л - a:	- n]		
luck -	lark - lock	lust -	last -	lost
cud -	card - cod	bucks -	barks -	box
duck -	last - dock	cup	carp -	cop
[з:	- a:]	[a: -	n]	
purse	- pass	darn	don	
heard	- hard	tart -	tot	
perched	- parched	shark -	shock	
burn	- barn	Rajah -	Roger	
firm	- farm			
lurks	- larks			
Exercise 4
Read and memorize.
1.	My mother and father are working hard.
2.	Give my best regards to her.
3.	This cross-country runner is last,
This cross-country runner is lost.
4.	Can’t you ask Father or Aunt Margaret?
5.	He laughs best who laughs last.
6.	Half heart is no heart.
7.	The highest art is artlessness.
Section 14
571
My heart’s in the Highlands,
My heart is not here.
My heart’s in the Highlands
A-chasing a deer.
(R. Burns)
There was a Young Lady of Parma
Whose conduct grew calmer and calmer.
When they said: “Are you dumb?”
She said merely: “Hum”
That provoking Young Lady of Parma.
There was an old man in a Marsh
Whose manners were futile and harsh.
He sat on a log
And sang song to a frog.
That instructive old man in a Marsh.
There was an old man in a barge.
Whose nose was exceedingly large.
But in fishing by night
It supported a light
Which helped that old man in a barge.
♦ * *
There was a young woman of Glasgow
Whose party proved quite a fiasco;
At nine-thirty about,
The lights all went out
Through a lapse on the part of the Gas Co.

SECTION 15	|
The Vowel [ u: ]
EXAMPLES:
oo	-	soon, moon, boot
о	-	to, lose
ou	-	through, wound, soup
ew, ue, ui, oe -	news, due, suit, shoe
Exercise 1
Run your eyes silently through the exercise below. After you do
Slep 1
this, play the tape that goes Verbal Context	with it and listen Response	to it attentively.
Can you tell me	a) spoons	food	fruit	balloons -
where I can get	l,spu:nz]	[Ju:d] [,fru:t]	[ba,lu:nz]
some good...		
tools	noodle soup	shoelaces
Ltu:lz]	[,nu:dl] [,su:p]	[Ju:leisiz]
	boots	toothpaste
	[,bu:ts|	[,tu:Gpeist]
	juice	chewing-gum
	Ldjus]	|,tfu:ig длт]
	goose	fruit juice
	Lqu:s]	[Jru:t dju:s]
	flute	football boots
	Ulu:t]	[Ju:tbal bu:ts]
b) suit	newspapers	
Lsjut]	|,nju:speipaz]	
Yes, there’s a good	supermarket	fruit-shop		tool-shop
shop next to the...	Lsju:pama:kit]	[,fru:tjnp]		Ltudjup]
Zoo	school	swimming-pool
Lzu:|	[,sku:l]	[.swimig pu:l]
newspaper-stand
Lnjuispeipa staendl
Section 15
573
Step 2
Listen carefully to what the instructor is going to say about
the pronunciation of the vowel |u:| in different phonetic contexts.
For the vowel [u:] the tongue is in the back part of
the mouth. The beginning and the end of the vowel are
noticeably different. The tongue glides from a position
nearer to [u] to a more retracted and high position similar
to that of the Russian [у]. No firm contact is made be-
tween the rims of the tongue and the upper teeth. The
tongue is tense. The lips are very closely rounded. The
mouth is slightly open. The vowel is long. It is the longest
syllable when it is free. It is shorter in the closed syllable
with a weak-voiced consonant at the end. It is checked and
much shorter in the stressed closed syllable ending in a
strong voiceless consonant.
The Russian vowel [y] is more retracted, closer and
shorter than the English [u:]. It is pronounced with the lips
not only rounded but also protruded.
Step 3
Listen carefully to Exercise 1. Concentrate on the vowel |u:|.
Step 4
Now listen to the following sets of words. Observe how |u:| is
pronounced in different phonetic contexts.
soon	food	whose	soot	roof
[su:n]	[fu:d|	[hu:z]	[suit]	[ru:f]
root
fruit]
Slep 5
Read the exercise. Be careful to imitate the diphthongization of
[lii] in all positions. Reduce length and make the vowel shorter
before strong voiceless consonants but do not confuse the quality
of [u| and |u:| especially in this position. The drills that follow
contrast [u] with [u:|. First listen, then read the exercise. Be sure
you can hear and produce the difference.
good - food
Igud - fuidj
foot - foottie
[fut - fuitl]
book - brook
[buk - bruik]
pull - pool
[pul - puil]
put - boot
[put - buit]
Step 6
Play the tape that goes with Exercise 1.
context and respond using the words in the
duce the suggested intonation.
Listen to the verbal
right column. Repro-
Step 7
Listen to your fellow students, reading
Discuss the errors, if there are any.
the responses in Step 1.
574
Phonetic Course
F*'aJ ike tape and listen carefully to the responses below. Play the tape back. Repeat the words in the intervals. Spell the words.			
lu:z - lu:s	pul - pu 1	nju:	ju: ,a:
mu:d — mud	fut — fu:d	fju:	ju: a: ,nut
su:n - su:p	ful - fu:l put - bu:t	,mju:zik ,mju:zikl ,stju:dants	,a: ju: ju’ ,a:nt
Exercise 2
Play the tape that goes with this exercise, listen to it silently. Play the
tape back and practise the responses. Transcribe and intone them.
Verbal Context	Response
1.	- Whom did you see at the opera
house?
2-	. - What do you think of him?
3.	- Which is the nearest tube sta-
tion?
4.	- He’s broken the window.
5.	- He’s forgotten to shut the gate.
6.	- What delicious-looking grapes!
7.	- He just shouted me down.
8.	- We’re moving on Tuesday.
9.	- Look at this painting.
10.	- Good-bye, Mr. Smith.
II.	- Have you any cigarettes left?
12.	- She’s so terribly rude.
13.	- Who d’you want to go with?
14.	- Do you like the new suit?
15.	- Where did you go to school?
16.	- I can’t manage Monday.
17.	- When can you come?
18.	- How about the jacket?
19.	- They used their father’s car.
20.	- Shall we play another game?
- Luke./Lucy./Susan./Ruth./
J udy./J udith./J uliet ./Hugh./
Sue./Miss Luke./The Duke./
Many students.
- Stupid./Rude./Super./ Nui-
sance.
- Euston./Liverpool Street.
- Whose window?
- Isn’t he stupid?
- Have a few!
- The brute!
- So soon?
- Whose is it?
- Good afternoon.
— A few.
- She’s always rude.
- You.
- It’s huge./It’s a bit loose.
- Well, I was at a number
of schools.
- Would Tuesday be all right?
- As soon as the weather
improves.
- It’s a bit too small.
- Whose car did they use?
- If it amuses you.
Section 15
575
Step 1
Exercise 3
Look through the mini-dialogues. Play the tape that goes with it
and repeat the phrases after the tape. Act them out.
Dialogue 1
A.	B.
- Prue.	- Yes, Sue.
- There’s some chewing gum on - Who threw that chewing
your shoe.	gum on the floor?
Dialogue 2
A.	B.
- Good afternoon, Judy.	- Good afternoon, Ruth.
- This afternoon we’re going to - So, we must open our
learn how to cook soup.	book at Unit Twenty-two.
Dialogue 3
A.	B.
- Lucy.	- Yes, Susan.
- Will you stay at school on Tues- - No, I’m going to the swim-
day?	ming pool.
Dialogue 4
A.	B.
-	Judy.	-	Yes?
-	Would you like	some soup?	-	No,	only juice and some
goose with noodles.
-	Don’t you want	any tuna?	-	No,	I don’t like fish.
-	Will you take any fruit for	dessert? -	Oh,	yes, some apples, please.
Step 2
Make up your own mini-dialogues, try to act them out and dis-
cuss the results with your teacher.
Read the following:
1.	A new moon.
2.	A rude uncouth youth.
3.	Two new shoes.
4.	A few used boots.
5.	Hugh’s tooth is loose.
Exercise 4
6.	She is beautiful.
7.	Hugh shoots a moose and loses his
loose tooth.
8.	Sue is foolish and stupid at school as
a rule.
A.: Could you tell me where I can get some good shoelaces?
B.: Yes. There’s a shop next to the supermarket that sells very good
shoelaces. I’m going there too.
SECTION 16	|
The Vowel [ о ]
EXAMPLES: о - dock, dog, holiday, sorry, gone
a - was, what, swan, want, watch, quality
ou, ow - cough, trough, Glouster, knowledge
Exercise 1
Step 1
Run your eyes through the dialogue below. Look up the un-
known words. Listen to the tape, concentrate on the pronuncia-
tion of the vowel [n|.
Verbal Context	Response
- Got any plans for tomorrow?	- Er.	*
- By the way, you lived for some	- Well, that	takes me back,
time in Oxban, didn’t you?	yes. I went	to school there.
- Aha. Look at the photograph,	— Heavens, yes.’	
then. You are sure to know some of these people.	Don Hod	Dot Connie
	Tom Bob	Jock Dolly
	Moll Rod	Josh Ivonne
	Doctor Robinson Oscar Monica Blond Oliver Donald Frost
As a matter of fact Oscar is my first cousin.	— Oh, is he? He’s a doctor, isn’t he?
Oh, no. He’s a novelist.	- Ohh. He wanted to be a doctor. He was very fond of medicine.
Yes, he was. But now he’s more fond of novels.	- What novels?
Any kind. By the way he’s stay- ing with us now. Why not come and have tea with us now?	- Oh, is he? - Er, it’s a bit of a problem today. What about tomorrow?
Section 16
577
Excellent! Oh, excuse me if I’m
being nosey, but what do you do
for a living?
Oh, are you? It seems to me you
were quite interested in um ...
I’m a boxer, Monica.
other things (subjects)?
- Oh, I see, Oliver. Boxing is a lot
more concrete thing after all.
— Don’t forget we’re expecting you.
Yes, Monica. Politics, phi-
losophy. But here I am a
boxer.
Yes. Drop me at the near-
est stop, please. Good-bye
and thanks a lot.
Thank you.
Slep 2
Listen carefully to what the instructor is going to say about
the pronunciation of the vowel [uj in different phonetic contexts.
 For this vowel the tongue is low and in
of the mouth. The lips are slightly rounded.
the back part
Step 3
Listen to the drills below. Play the tape back and repeat each
word in the interval, concentrating on different positional lengths
of the vowels:
God [god]	got]	cod	- [kod]	a cot [a kot]
a log -	a lock	a hog -	a hock
[э log]	[a Ink]	[э hog]	[a hnk]
to nod -	not	a pond -	a pot
[ta nod]	[not]	[a pond]	[a pot]
a dog - a dock
[a dug] [a dnk]
Step 4
Now listen to the pronunciation of [d| in word-initial position.
Practise the pronunciation of the sound. Avoid the glottal stop
which is produced due to the obstruction to the airstream
formed by the closure of the vocal cords.
Slep 5
Play the tape back. Concentrate on the way the initial [d]
sounds. Repeat after the speaker.
Oliver	It’s odd.
[’oliva]
Oscar	He’s got two Oscars,
[’oska]
578
Phonetic Course
Olga
[Чйдэ]
Oxen
[’nksan]
This is Olga.
This is an ox.
ГнУУ) Look through the sample exchanges below. Play the tape and lis-		
	ten to how the reader pronounces the responses with [d] in them.	
	Verbal Context	Response
1. -	How many guests do you ex- — pect today?	A lot: Don. Hod. Dot. Connie. Tom. Bob. Jock. Ivonne. Moll. Rod. Josh. Dolly. Oscar. Oliver. Olga. Doctor Robinson. Monica Blond. Donald Frost.
2. -	What profession did he choose - eventually?	A doctor’s./A novelist’s./ A boxer’s./Politics./
3. -	What are you working on, 01-	- iver?	Philosophy. A problem./A novel.
4. -	When will you drop in?	-	Tomorrow.
5. -	I’m sick and tired of John.	-	Drop him.
6. -	You never come in time. You - never listen to reason, you ...	Oh, stop it!
7. -	Who’s the author of the poem? -	Robert Frost.
Step	Q Play the tape that goes with Step	1, listen to the stimuli and
	repeat the responses.	
Exercise 2
Run your eyes through the phrases below. Listen to the tape, concentrat-
ing on the difference between [ae] and [ю]. Play it back and repeat the
phrases in the intervals.
1.	Take your hat off. It’s hot here.
2.	The cat jumped onto the cot.
3.	The tap is on the top!
4.	They turned their backs but took the box.
5.	The sacks are full of old socks.
Section 16
579
Exercise 3
Step 1
Look through the sample mini-dialogues. Play the tape that goes
with them and repeat the phrases after the tape.
A.
Dialogue
1
B.
- Glad you dropped in, John. I’ve -
got problems!
- I’ve lost my dog.	-
- No, my bulldog Hob.
- Don’t be silly, he can’t read.
Dialogue
A.
- Put it off, Oscar. Turn the light -
off.
- I can’t sleep with the light on! -
- Nonsense. You get under the -
bedclothes.
Dialogue
A.
- Dolly?
- Could you go to the shop and —
buy chops for Bob, a bottle of
orange juice for Fiona, and
chocolate for the toddler Robert.
- Oh?
Why, Robin. What’s wrong?
Your boxer?
Did you put an advertise-
ment in the paper?
2
B.
I need it on. I’ve got a new
novel.
Get under the bedcloth,
Monica!
Oh, stop it.
Dialogue
A.
3
B.
Yes, Shone?
Oh, no problem, Shone!
Please get a pot of hot wa-
ter ready for me when I re-
turn. And lots of soap.
I’ll wash off the spots from
the carpet.
4
B.
- Dear Doctor Robinson, I’ve got
problems with my memory!
- I’ve lost it.
- When did what happen?
What problems, Mr. Frost?
When did it happen?
580
Phonetic Course
Dialogue 5
B.
Johnson, stop showing off! Do -
you think you’re the boss here?
Then stop behaving like an id-
iot!
Dialogue
A.
Listen, Johnny, I’ll teach you -
how to throw stones at my dog!
What?
Dialogue
A.
No, sir, sorry, sir!
6
B.
I wish you would, sir!
I’ve had ten shots but
missed.
7
B.
- What’s wrong with the new
"Ronald’s novel?
- But the quality of his novels on
sale is always increasing!
- These modern novels! It’s
often a lot of nonsense
about robbers and odd per-
sons.
- But the quality is not what
we want!
Step 2
Memorize the dialogues and act them out.
Exercise 4
Intone and read the following:
1.	A dog squatting on a rotten log.
2.	Honesty is the best policy.
3.	A watched pot never boils.
4.	Molly’s got a spot on her frock.
5.	“What an odd clock,” said Tom.
6.	I am fond of this pond, of the gloss on its moss.
7.	I want a holiday from this horrible job of washing socks.
SECTION 17
The Diphthong [di]
EXAMPLES: oi - noise, voice, boil, point, choice
oy - boy, toy, joy, destroy, annoy, Roy
Exercise 1
|Step 1
Run your eyes through the dialogue below. Look up unknown
words. Listen to the tape that goes with this exercise, concen-
trate on the pronunciation of the diphthong [di] in the responses.
Verbal Context
Do you see that hand-
some boy?
What’s his name?
he very shy?
Isn’t
I bet
him.
his mother adores
there any other
Are
children in the family?
How does she get
along with Roy?
Now, now... I think you
are too negative on Roy.
|Step 2|
Response
— That boisterous boy with a toy?
- Roy Lloyd.
— He only looks coy but in fact he is
hoity-toity.
— Well, he’s mother’s pride and joy.
He’s spoilt. She avoids raising her
voice to him. She hopes, one day he’ll
be an envoy, big noise. But I think
he’ll make a cowboy or a disappoint-
ment. Do you see my point?
- A girl Joyce. A real hoyden. But Roy
is more buoyant and even she serves
as a foil to him. She has no choice
but to be loyal to Roy.
— It makes my blood boil when I think
about Roy spoiling Joyce’s toys. One
day she’ll pay him back in his own
coin and destroy his toy Rolls-Royce.
— Perhaps you are right,
boys. But he does annoy
what the Instructor is going to
Boys will be
me.
say about the
Listen carefully to
pronunciation of the diphthong [nil in different phonetic contexts.
 Diphthong [ni] begins with [n], then glides to [i]; the
tongue moves forward and upward - for [n] it is low and
582
Phonetic Course
 back, for [i] it is high and front, but the pronunciation of [i]
is not accomplished, [ni] is not a very common diphthong
Ц| and it is not likely to be confused with any other vowel.
IStep 3	Say these words:
	boy	voice	join	annoy	joint	boils [bni]	[vnis]	[dsnin]	[a'nui]	[dsoint]	[boilzl oil	toy	hoist	avoid	noise	loiter [nil]	(tni]	[hoist}	[avoid]	[nniz]	[loita]
Step 4	Listen to the responses of Step 1. Play the tape back and re-
boy toy Roy coy joy	peat the words in the interval, concentrating on the pronuncia- tion of [nil in different phonetic contexts. coin	noise	choice	hoyden	annoy	envoy boil	toys	Joyce	boisterous	destroy	cowboy foil	spoils	Royce	buoyant	avoids	disappointment boys	voice	loyal	enjoys Lloyd	spoilt	spoiling point	hoity-toity
Step 5	Listen to the verbal contexts read to you by the teacher or one of
your fellow students. Respond using the words in the right column. Verbal Context	Response 1.	-	Who’s playing in the garden?	-	Roy Lloyd. -	Who’s he playing with?	-	Joyce. 2.	-	What do you think of these	-	They are boisterous,	buoyant children?	and loyal to each other. They aren’t hoity-toity or coy. 3.	- What would you call the	- Joy. feeling of deep pleasure? 4.	- What is wrapped round	- Foil, chocolate or cigarette? 5.	-	What	do you call a boister- -	Hoyden, ous girl? 6.	-	What	does	he collect?	-	Coins. 7.	-	What	does	she avoid?	-	Raising her voice at her boy. 8.	-	What	does	she adore?	—	Noisy toys.	
Step 6
Now think of a verbal context in which words in the right col-
umn of Step 5 might be used as suitable responses. Ask your
fellow students to respond.
Section 17
583
Step 7
Step 1
Listen to your fellow students reading the words of Step 4. De-
tect possible errors. Discuss them.
Exercise 2
Listen to the following contrasts and practise saying the words.
boy -	buy	- bay	loy -	lie	- lay
soy - hoy -	sigh high	- say . - hay	troy -	try	- tray
Slep 2
Practise contrasting sounds in columns 1 and 2 below. The
sounds in column 1 are longer than the sounds in column 2.
/	2
foil	fat
join	fell
fight	fall
faith	John
Exercise 3
Read through the mini-dialogues silently. Decide which words you would
stress if you read them aloud. Finally in a group of three, read the dia-
logues aloud, taking turns in reading and listening (two students read and
one listens to them and detects possible mistakes).
Dialogue	1	B.
A.		
Whatever made you join them?	-	It couldn’t be avoided.
Dialogue	2	
A.		B.
There is no point in toying with foil.	-	I’m quite enjoying it.
Dialogue	3	
A.		B.
- Joyce enjoyed staying on the oyster- farm.	-	Did she enjoy it?
Dialogue	4	
A.		B.
- There’s no point in being annoyed.	-	That wealthy oilman a kill-joy.
584
Phonetic Course
Dialogue 5
A.	B.
- Who’s that joyous little boy?
Roy Tork, from a toy-
shop. He’s spoilt.
Exercise 4
Work with a partner. Look these words up in a dictionary. Then read the
words first silently and then aloud. Try to recognize the word your part-
ner is saying by looking carefully at his lips, and tick it on your chart as
you recognize it. Then check with your partner:
Set I
foil loiter moist boisterous
moil coil oyster Reuter
Set 2
employer annoy	decoy
envoy	cowboy	destroy
Exercise 5
Say the following phrases carefully to yourself. Pay special attention to
the .pronunciation of the diphthong [nij.
a)	There’s no point in joining Joy and Roy. It’ll be out of joint
and annoy them. Joy is a bit hoity-toity and Roy is coy. You
won’t enjoy their company and will be disappointed.
b)	Any noise annoys an oyster but a noisy voice annoys an oyster most,
c) Stop boiling the oyster-sauce. Boiling will spoil it.
SECTION 18
The Vowel [ o: ]
EXAMPLES: or - cord, horse, sword, born
aw — saw, lawn, jaw, yawn
ou, au - bought, ought, daughter, fault, cause
a + ll, Ik — all, talk, salt
ar - water, war, quart
oar, our - board, court, four
Exercise 1
Step 1
Run your eyes through the dialogue below. Look up unknown
words. Listen to the tape, concentrating on the pronunciation of
the vowel [□:].
- Where’s Paul?
- What for?
- Of course. I saw him at the
airport.
- I don’t know them. Are they
tall or short?
- Yes, I saw them all at four at
the entrance door. They looked
bored.
- No, it was awful. The engines
roared more than any orches-
tral
- I saw my family off.
- Yes, and I have two twin
daughters.
- They were bom in August.
- Awkwardly, of course.
B.
- Paul’s gone to New York.
’ - He’s a sports reporter and
there’s a football match there.
- Was he there with Morgan
and Mortimer?
- Mortimer is very tall, Morgan
is short.
- Did you talk to them?
- And what did you do at the
airport?
- Good Lord! Are you married,
George?
-	Congratulations! How old are
your daughters?
-	Do they walk?
-	You must be awfully happy,
George!
I adore them.
586
Phonetic Course
Step 2
Listen to what the INSTRUCTOR is going to say about the ar-
ticulation and pronunciation of the vowel |o:].
 The vowel [o:] may resemble the vowel [u] to you. But
in fact these two vowels are considerably different. For the
vowel [o:] the tongue is in the back part of the mouth The
back of the tongue is raised to a half-open position. No
contact is made between the rims of the tongue and the
S| upper teeth. The mouth is less open and the lips are more
Ж rounded than for the vowel [nJ.
 The Russian vowel [o] is closer than the English [□:]. It
is pronounced with the lips not only strongly rounded but
ib also protruded.
The vowel [or] is longer in the open syllable when it is
ж free. It is shorter in the closed syllable with a weak voiced
Ж consonant at the end. It is checked and much shorter in
Щ the stressed closed syllable ending in a strong voiceless con-
» sonant.
ГЩ5Е Listen to the following sets of words.		Observe	how	[o:] is pro-
nounced	in different phonetic contexts:			
all	core - cord - caught	four -	form	- fought
b:l]	[koj [ko:d] [ko:t]	[fa:]	[fo:m]	[fo:t|
ought	saw - sword - sought	tore -	tall	taught
[o:t]	[so:] [so:d]	[so:tj	[to:]	[to:l]	[to:t]
August
['o:gast]
Step 4
Read the exercise down and across. Be careful not to confuse
the English [э:] with the Russian [ol- Observe correct vowel
length in all positions. Do not make a glottal stop before the
initial
Step 5
Try to sing the vowel [□:]
to your favourite tune.
Step 6
Play the tape and listen to the words below. Play the tape
back, repeat the words in the interval, concentrating on different
positional lengths of the vowel [o:].
bore	board	bought	tore	torn	taught
core	cord	caught (court)	saw	sord	sought
for	Ford	fought	war	ward	wart
four	fall	fault			
Section 18
587
Step 7
Play the tape that goes with this step, listen to it, then play it
back and repeat the words and phrases. Avoid glottal stop.
all
also
August
awful
orchestra
awkward
This is all. I saw them all.
It js ajso nice.
Born in August.
It was awful.
Played by thg orchestra
They walk awkwardly.
IStep 8	Look through the list of the words from the dialogue in Step 1.
	Listen to the tape that goes with this step and pronounce the words. bore	born	bored	port	Morgan	reporter door	Dawn	Lord	talk	Mortimer	adore four	Paul	roared	thought	daughter	airport for	tall	was	short	Norma saw	George	course more	walk
Step 9	Run your eyes through the sample exchanges below. Then play
the tape and listen to it. Repeat the responses after the speaker on the tape. Play the tape back and listen to the contexts. Re- spond to them. Verbal Context	Response 1.	- Where did you — At the door ./In the orchard./At the air- see Andrey?	port./At the Morgans’Лп the orchestra./ On the lawn./In New York./In the hall. 2.	- What was the	- A roar of applause from the audience./ reaction of the	A stormy applause./The hall applauded./ hall?	An awful applause. 3.	-	What will George	-	An award./A fall./Forty-four forks./A	torch./ get for it?	A store./A horse./Shorts. 4	-	What did you	-	For the walls and the floor./ buy the paint for?	For the four doors on the second floor./ For the floor in the hall.	
Step 10
Think of verbal contexts to which the following words and
phrases can be responses. Let your fellow students respond.
At dawn.	You ought to.
Bored.	It’s a forgery.
In the war.
Four daughters.
i
588
Phonetic Course
It’s a thought.	In the store.	On the fourth floor
Naughty.	Good Lord!	Chalk.
In the orchard.	In August.	Sort of.
Near the port.	Awful.	Water.
Exercise 2
Look through the sample dialogues below. Play the tape that goes with
them and listen to it. Then read the dialogues with a partner.
Dialogue 1
A.	B.
-	Let’s sleep on the lawn!	-	Let’s. It’s warm.
-	Let’s rise at dawn!	-	And have coffee	in the orchard!
-	And walk forty-four miles!	-	Oh, awful!
A.	Dialogue 2 B.			
- Where do these awful come from?	roars	—	Close the door.	
- Is it waterfall?		-	No, it’s Paul.	
- It is like a storm.		-	Paul’s an awful snorer.	
- He snores worse than horse!	a	-	What’s more - he walks talks in his sleep.	and
- How awful. His snores get through the walls!		-	There ought to be a law prevent these snores!	to
- But it isn’t Paul’s fault.		—	No, it isn’t. Let’s crawl out of here onto the lawn. I’m abso- lutely worn out!	
Exercise 3
Play the tape that goes with this exercise. Listen to the contrasting [t>]
and [э:] in the following phrases. Read the phrases.
pop corn
a hobby horse
a short holiday
a concert hall
a pork chop
Fort Knox
bored by politics
a small bottle of Scotch
Section 18
58$
a locked door
a knock on the floor
a popular award
an unwanted war
polished floor
an awkward toddler
a small lock
forty-four foxes
Paul’s shocked.
Politics bores me.
Exercise 4
Now that you have learned how the English sounds are pronounced read
this poem. But be sure that you know how to read all the words of the
poem correctly.
When the English tongue we SPEAK
Why is BREAK not rhymed with WEAK?
Won’t you tell me why it’s true
We say SEW, but also FEW?
And the maker of a verse
Cannot rhyme his HORSE with WORSE?
BEARD is not the same as HEARD,
CORD is different from WORD,
Cow is COW, but low is LOW,
SHOE is never rhymed with FOE.
Think of HOSE, and DOSE, and LOSE,
And think of GOOSE and yet of CHOOSE,
Think of COMB and TOMB and BOMB,
DOLL and ROLL and HOME and SOME.
And since PAY is rhymed with SAY,
Why not PAID with SAID, I pray?
Think of BLOOD and FOOD and GOOD;
MOULD is not pronounced like COULD.
Why is it DONE, but GONE and LONE -
Is there any reason known?
To sum it up, it seems to me
That sounds and letters do not agree.
СОДЕРЖАНИЕ
ПРЕДИСЛОВИЕ ........................... 3
Part I. ESSENTIAL COURSE
UNIT I. PEOPLE AROUND YOU ............. 7
UNIT II. HOUSE AND HOME .............. 43
UNIT III. DINING IN AND OUT ............ 75
, UNIT IV. LET’S GO SHOPPING ............... 111
UNIT V. WEATHER, SEASONS, NATURE .... 145
UNIT VI. ENGLISH TOWNS .............. 185
UNIT VII. LEARNING CAN BE ENJOYABLE ..225
UNIT VIII. PEOPLE AT LEISURE ........ 271
Part П. PHONETIC PRACTICE
UNIT I .............................. 319
UNIT II ..............................341
UNIT III ............................ 357
UNIT IV ..............................383
UNIT V ...............................403
UNIT VI ..............................425
UNIT VII .............................443
UNIT VIII ............................459
Part III. PHONETIC COURSE
SECTION	1		 475
SECTION	2		 497
SECTION	3		 507
SECTION	4		 517
SECTION	5	..................... 522
SECTION	6		 528
SECTION	7	..................... 533
SECTION	8		 539
SECTION	9	..................... 544
SECTION	10	.................... 548
SECTION	1	1 ................... 552
SECTION	12		 557
SECTION	13		 564
SECTION	14		 568
SECTION	15		 572
SECTION	16		 576
SECTION	17		,581
SECTION	18		 585
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